GRADEFOURSHORTRANGE / CHAPTER PLANNING (CHAPTER FIVE)

A. Grade Specific Rationale: As they reflect upon the people, places and stories of Alberta, Grade 4 students will develop a sense of place, identity and belonging within Alberta.

B. General Outcome: 4.1 Alberta: A Sense of the Land, 4.2 The Stories, Histories and People of Alberta, & 4.3 Alberta: Celebrations and Challenges

Strand Focus: LPP, I and TCC

C. Resources/Materials:

  • Alberta Program of Studies and Online Guide
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  • Pearson Voices of Alberta Program components
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  • Web Sites, other media resources

  • Pearson Voices of Alberta Chapter #5
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  • Literature- fiction and Non-fiction
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  • Guest Speakers

OUTCOMES

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ACTIVITIES AND PROCEDURES SUPPORTING DIFFERENITATED INSTRUCTION

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Assessment

For Learning / Of Learning
Values and Attitudes:
4.2.1.1 – Recognize how stories of people and events provide multiple perspectives on events. (I, TCC)
4.2.1.3 – Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity.
4.2.1.4 – Recognize the history of the French language and the vitality of Francophone communities as an integral part of Alberta’s heritage. (CC, I, TCC)
4.2.1.5 – Recognize British institutions and peoples as an integral part of Alberta’s heritage. (CC, I, TCC)
4.2.1.7 – Demonstrate respect for places and objects of historical significance. (I, LPP, TCC)
4.3.1.1 – Value and respect their own and other cultural identities. (C, I)
4.3.1.2 – Demonstrate respect for the rights, opinions, and perspectives of others. (C, I)
4.3.1.3 – demonstrate respect for the cultural and linguistic diversity in Alberta. (C, I) / Instructional Strategies Supporting Integration of the Strands:
Think Aloud
Read and Connect
Instructional Strategies Supporting Effective Reading Skills:
Photo Walk
Shared Reading
Listen and Read Along
Listen and Visualize
Paired Reading
Independent Reading
Read and Connect
Jigsaw
Instructional Strategies Supporting Effective Writing Skills:
Modeled Writing
Interactive/Shared Writing

OUTCOMES

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ACTIVITIES AND PROCEDURES SUPPORTING DIFFERENITATED INSTRUCTION

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Assessment

For Learning / Of Learning
Knowledge and Understanding:
4.1.4.1 – In what ways do the physical geography and natural resources of a region determine the establishment of communities? (LPP)
4.2.2.4 – What movement or migration from within Canada contributed to the populating of Alberta? (LPP, TCC)
4.2.2.5 – In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)? (CC, I, LPP, TCC)
4.2.2.6 – How did the Metis Nation and Metis settlements contribute to Alberta’s identity (i.e., languages, accomplishments)? (CC, I, LPP, TCC)
4.3.3.6 – How do the names of geographic places reflect the origins of the people who inhabited, discovered or developed communities in these places? (I, LPP, TCC)
Skills and Processes:
4.S.1.2 – Critically evaluate ideas, information, and positions from multiple perspectives.
4.S.2.1 – Use photographs and interviews to make meaning of historical information.
4.S.3.2 – Construct graphs, tables, charts and maps to interpret information.
4.S.3.3 – Use historical maps to make meaning of historical events and issues.
4.S.3.4 – Use cardinal and intermediate directions to locate places on maps and globes. / Instructional Strategies for Sharing Information:
Think Aloud
Think, Pair, Share
Read For Information
Placemat
Group Summaries
Instructional Strategies for Organizing Information:
Venn Diagram
KWL Chart
Webbing or Concept Mapping
T-Chart
Additional Teacher Modeled Lessons; / .

OUTCOMES

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ACTIVITIES AND PROCEDURES SUPPORTING DIFFERENITATED INSTRUCTION

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Assessment

For Learning / Of Learning
4.S.6.1 – Initiate projects that meet the particular needs or expectations of their school or community.
4.S.7.5 – Formulate new questions as research progresses.
4.S.7.7 – Access and retrieve appropriate information from the Internet by using a specific search path or from given URL’s.
4.S.8.1 – Organize and present information, taking particular audiences and purposed into consideration.
4.S.8.2 – Respond appropriately to comments and questions, using language respectful of human diversity.
4.S.8.4 – Create visual images for particular audiences and purposes.
4.S.8.5 – Use selected presentation tools to demonstrate connections among various pieces of information.
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.
Other Curricula:
  1. Anticipated Timeline: Approximately 3 weeks
  1. Essential Questions for Understanding/Inquiry:
  2. Why did different groups of people come to Alberta?
  3. How did Alberta develop Francophone, Metis, and British roots?
  4. Unit Vocabulary:

Voices of Alberta: People, Places and Possibilities Chapter 51