Newf oundland Studies Grade 5

RATIONALE:
The grade five social studies curriculum is solely based on Newfoundland and Labrador. It includes all aspects of our province such as the people, land, climate, history, traditions and more. Throughout this unit students will gain knowledge and increase their appreciation for our cultural heritage and a pride in the history of their province. They will increase their understanding that patterns of life are changing continually as a result of increased knowledge, scientific and technological advance. Students will also develop a faith in our provinces future and a strong familiarity with our heritage. This unit encompasses a broad band of subject areas while meeting various requirements in the social studies curriculum. Curriculum outcomes in other disciplines outside social studies such as language arts, music and art will be met throughout this unit. During the unit students will have the opportunity to experience first-hand our rich and unique culture through lessons on the past, language, music and more. Students will discover as a whole what our province has to offer the rest of the world through the planning of a trip around the province. Through interviews with seniors, they will explore the past, giving them a sentiment of what it was like to live in the days of former times. Students will learn about schooling systems of the past and will predict what schools will develop into in the years to come. Learning will take place in other areas, such as educating students about the symbols that represent and unify our province and its people and will become aware of what symbols are important in representing them. Our traditional dialect will be studied and our use of slang as

well as our musical background and history. Students will discover as a whole what our province has to offer the rest of the world through the planning of a trip around the province. Finally the entire class, along with teachers, parents and guests will participate and experience first-hand a culminating activity called Traditional Newfoundland Kitchen Party. This activity will include song, dance, and food and will optimistically allow students to gain an appreciation for the distinctiveness and diversity of our province and its rich culture. Each lesson will be evaluated separately however the entire unit will also be evaluated through the concluding activity when students are invited to display their knowledge they have acquired throughout the entire unit. It is also important to note that each evaluation procedure can be adapted to meet the needs of diverse learners. Student evaluations will be directly related to the outcomes provided in the social studies and other disciplinary curriculum guides. Included in the unit are a wide variety of teaching methods, since each child is an individual and therefore learns in different ways. Each child will benefit differently from the different methods used to teach this unit. Every child will be afforded equal opportunity to reach their full potential throughout this unit and hopefully will thoroughly enjoy the process.

LEARNING OUTCOMES:
General Curriculum Outcomes Key Stage Outcomes SOCIAL STUDIES: Time, Continuity and Change Students will be expected to demonstrate an understanding of the past and how it affects the present and the future By the End of grade six students will be expected to: Demonstrate an understanding of the concepts and vocabulary associated with time, continuity and change Identify, evaluate and use appropriate primary and secondary sources to learn and communicate about the past. Research and describe historical events and ideas from different perspectives Apply historical methodology to interpret and understand time, continuity and change at an age appropriate level Describe examples of cause and effect and change over time People, Place and Time Students will be expected to demonstrate an understanding, of the interactions among people, places and environment. By the End of grade six students will be expected to: Identify and explain how goods, people, and ideas move among communities.

Ask geographic questions; acquire, organize, and analyze geographic information; and answer geographic questions at an age-appropriate level. Use maps, globes, pictures, models and technologies to represent and describe physical and human conditions. Use location, distance scale, direction and size to describe where places are and how they are distributed.

Culture and Diversity Students will be expected to display an understanding of culture and diversity and the world view, recognizing similarities and differences reflected in various personal, cultural and ethnic perspectives By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Describe how groups, institutions and media influence people and society Describe the influences that shape personal identity Use examples of material and non-material elements of culture to explain the concept of culture Explain why cultures meet human needs and wants in diverse ways Describe how culture is preserved, modified and transmitted

Individuals, Societies, and Economic Decisions Students will be expected to demonstrate the ability to make responsible economic decisions as individuals and members of society.

By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Explain why peoples incomes may change and the impact of that change on their lifestyle Interdependence Students will be expected to demonstrate an understanding of the independent relationships between individuals, societies and the environment- locally, nationally and globally- and the implications for a sustainable future. By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Explain and examine the causes and consequences of interactions among individuals, groups and societies Recognize and explain the interdependent nature of relationships Among individuals, societies and the environment.

Language Arts Outcomes:

Speaking and listening Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings and experiences By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Contribute thoughts, ideas, and questions to discussion and compare

their won ideas with those of peers and others Listen critically to others ideas or opinions and points of view Ask and respond to questions to seek clarification or explanation of ideas and concepts Listen critically to analyze and evaluate concepts, ideas and information Communicate information and ideas effectively and clearly, and to respond personally and critically. By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Contribute to and respond constructively in conversation, small group and whole group discussion Use word choice and emphasis, making a conscious attempt to produce a desired effect Give and follow a variety of instructions and questions Reflect critically on and evaluate their own and others uses of language in a range of contexts, recognizing elements of verbal and non verbal messages that produce powerful communication. Students will be able to interact with sensitivity and respect, considering the situation, audience, and purpose. By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias free language Demonstrate how spoken language influences and manipulates and reveals ideas, values and attitudes

Reading and Viewing Select, read, and view with understanding a range of literature, information, media and visual texts By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Reflect on and discuss their own processes and strategies in reading and viewing Interpret, select, and combine information using a variety of strategies, resources, and technologies By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Answer with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts Respond critically applying their understanding of language, form and genre. By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Respond critically to texts Writing and other Ways of Representing Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and use their imaginations

By the end of grade 6, students will have achieved the outcomes for entry grade 3 and will also be expected to: Use a range of strategies in writing and other ways of representing to Frame questions and design investigations to answer their questions Find topics of personal importance Record, develop and reflect ideas Record and reflect on experiences and their responses to them Compare their own thoughts and beliefs to those others Describe feeling, reactions, values and attitudes

Music Outcomes:
Sing From memory a large body of folksongs with special emphasis on those in Newfoundland heritage. Sing expressively, and in tune, songs in unison, canon, and parts

Art Outcomes:
Develop personal imagery through drawing/painting.

TEACHING STRATEGIES AND IMPLEMENTATION PROCEDURES

As an introduction to the unit on Newfoundland studies we decided it would be effective and motivating for the children to observe a slide show illustrating various scenes around Newfoundland, such as outport communities, native reserves, geographic regions, plant and animal life. These slides will prompt children to ask questions as the class begins to discuss the slides as a group. The teacher would also have a table set up containing various Newfoundland artifacts. The teacher would offer many open ended questions for the to respond to. (Where did come from? What was it used for? Was it man made or manufactured?) The discussion would give students sufficient background knowledge and lead them into what activities they would like to see in the unit. This gives the students some input into the development that makes them feel as though their opinions were valuable and this will in turn make them more motivated to partake in the lessons and activities to follow. Throughout the duration of the unit there will be many teaching approaches, methods, and strategies incorporated. Some of which we have listed below Class discussion Group conferences (teacher rotates around groups giving ideas and feedback Observing (how well students work together, behavior, contribution) Checklist criteria Think sheets Group Literature response meetings Good Talk Multi-level teaching 9

Constructivist teaching Process reading/writing Open-ended questions Facilitator to learning Guided teacher The unit on Newfoundland studies is an in depth part of the Grade five curriculum. It covers many social studies outcomes and integrates many other subject areas into the lessons. In primary and elementary schools they are generally operating on a six day cycle where social studies is usually taught three to four times per cycle. We feel that a minimum time period of four to five weeks would complement our lessons and allow just time discussing the various topics. This unit is integrating many other subjects within the various lessons. Some of the finished products will include various writing works that cover many of the language arts outcomes, Music outcomes are addressed with the Newfoundland traditional music lesson, and art outcomes are looked at in the redesigning of the Newfoundland flags. As a culminating activity the children are taking part in a Newfoundland Kitchen party where their accumulated work will be on display and parents will be invited to join in for the revelry. This unit is fairly lengthy and in depth for the students so a good way to clue it up would be to display their work and answer any questions that parents or other students may have. This allows students the opportunity to show their learning and development which builds up their confidence and self-esteem. The traditional food and music will allow children to develop an understanding and appreciation for our unique Newfoundland culture as they are immersed in the festivities.

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RESOURCES:

Various worksheets Polaroid camera Seniors from Glenbrook Lodge (or other community seniors complex) Parent volunteers Access to computer Approval letters Resource center for books 2002 Travel Guide: Newfoundland and Labrador Favorite Songs of Newfoundland, Alan Mills and Kenneth Peacock Old Time Songs Of Newfoundland Gerald Doyle Newfoundland Flag Canada in the 21st Century: Newfoundland Hello Canada: Newfoundland and Labrador Various pictures of Newfoundland symbols (Dog, flower, moose, etc.) Tourist information Center Internet Sample question sheet The Atlantic Edge: Living in Newfoundland and Labrador Artifacts/pictures of Newfoundland history (slate, stove, clothes, hunting tools, etc) Traditional Newfoundland food (toutons, fish and brewis, moose,cod, etc) Pictures of one roomed schoolhouse Curriculum guide Foundation for the Atlantic Canada Social Studies Curriculum

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LESSON ONE

A Trip Around Newfoundland and Labrador

Lesson Duration:1x20min,1x45min,4x30min
RATIONALE: The purpose of this lesson is to have students research various places and activities that our province has to offer visitors. They will use various resources to research what tourists do and what our province has to offer and then plan a tour for a fictional company that will be hosting a group of tourists from around the globe. This lesson will help students develop skills in various areas such as group-work, note taking, art expressions and map skills. OBJECTIVES: Develop knowledge of Newfoundland and Labradors geographic features such as size and shape. Understand how to use and interpret a map including the legend Realize the importance of tourism to our province Develop a pride in what our province has to offer in terms of tourism and culture.

Social Studies Outcomes: Values, Appreciations and Attitudes: Sharing Respect for others Concern for the welfare of others Appreciation of our heritage Deep faith in the provinces future

Information Gathering: Locating information by means of the communications skills wherever possible, using the dictionary and reference materials, classifying, outlining, collating, summarizing and presenting reports in written from, using and interpreting textbooks, maps, cartoons, charts, posters, graphs, timelines and tables.

Social Skills:

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Working as members of a group in leadership and following roles for the achievement of a common purpose; becoming responsive to the needs of others; developing group-action skills and group competency.

Map and Globe Skills: Have a definite idea of the provinces size shape and boundaries; use of the standard classroom wall map; use of an atlas.

Language Arts Outcomes: Speaking and Listening Contribute thoughts, ideas, and experiences to discussions, and ask questions to clarify their ideas and those of their peers Ask and respond to questions to seek clarification or explanation of ideas and concepts Listen critically to others ideas or opinions and points of view Contribute to and respond constructively in conversation, smallgroup and whole-group discussions, recognizing their roles and responsibilities as speakers and listeners Demonstrate awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation

Reading and Viewing Select, independently, texts appropriate to their interests and learning needs Use pictures and illustrations, word structures, and text features (table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information Answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts

Writing and other ways of representing Expand appropriate note-making strategies from a repertoire (e.g., outlines, charts, diagrams)

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Make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing Address the demands of a variety of purposes and audiences Make choices of form, style, and content for specific audiences and purposes Use basic spelling rules and show an understanding of irregularities

Art Outcomes: Procedure: 1. This lesson will begin with a class discussion on what Newfoundland has to offer in terms of tourism. 2. The teacher will ask leading questions such as: What things do we have in our province that people may come from other parts of the country or the world to see? What are some important landmarks in our province that tourists may come to see? What time of year do most tourists come to our province and why? 3. The teacher should talk briefly about the economic benefits for the province with respect to tourism. Reminding the children that tourists shop in our malls and souvenir shops, stay at bed and breakfasts, eat in our restaurants and pay to partake in activities. 4. Students will be placed in groups of five and asked to brainstorm about various activities and places that tourists come to Newfoundland and Labrador for. 5. Each group will then be asked to compile a list of these activities and places and present this list to the rest of the class. 6. Each student will be expected to make additions to their list if another group has an idea that their group did not think of or include. 7. Individually, students will be asked to plan a fictional trip for a tour company of twenty tourists ranging in age from 5-40 years. Children must use various resources such as the compiled list from previous activity, books, tour guides, brochures, and the Internet to plan this trip. There will be resources available in the classroom and class time allotted for resource visits, but children will also be encouraged to seek and collect information at home. 8. After careful planning children will be asked to design a brochure for the company outlining the different places the tour will go and the activities they will take part in. Students will be encouraged to be creative as these final products will be on display during the culminating activity. Develop personal imagery through drawing/painting.

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9. Children will review map skills from the previous grade and will go over fundamental skills of map usage. 10. Students will then, using an outline map, represent the route that the tour will take around the province, complete with a legend. 11. On the map students will be given a list of various landmarks, towns and cities that are important in the province and will be asked to locate them on the map they develop. Students will be permitted to use their atlases and the classroom wall map for guidance and direction. Evaluation: Student will be evaluated using two different rubrics, a map rubric and a rubric to evaluate the tourism brochure. The map rubric will cover areas such as placing labels in proper places, inclusion of a legend, and neatness. He tourism brochure will evaluate process and product. The first being assessed through things such as observation of students organization and time management while the later will be assessed based on the format, writing, structure and demonstrated knowledge. Students will also be given the opportunity to perform a self-evaluation checklist to determine how well hey collaborated in a group.

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LESSON TWO

A Walk Down Memory Lane

Lesson Duration: 1x20min, 1x 120 min, 2x 30min

RATIONALE: The purpose of this lesson is for children to gain knowledge about Newfoundlands past heritage through an interview with a senior citizen at local complex. The object of this lesson is to make direct comparisons of life in the past with present day society in Newfoundland. Oral history can be more effective than written! OBJECTIVES: Develop a knowledge of our history and a pride in our heritage and culture Understand that traditions vary depending on the ancestral origins of the people Understand that there are many regional differences in the province with respect to culture

RESOURCES/MATERIALS: Worksheet Polaroid camera Parent volunteers Approval letter Sample questions sheet Crayons Cardstock paper

SPECIFIC CURRICULUM OUTCOMES: Social Studies (understandings, knowledge, skills, values):

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 Language Arts:

Individuals differ from one another in personal values, attitudes, personalities and roles, but at the same time, the members of a group posses certain common values and characteristics Culture is socially learned. Consists of knowledge, skills and values which are developed in human groups and which serve as the established rules of group life Recognition of, and adjustment to societal and cultural change The history of a community has a definite bearing on the culture, traditions, beliefs, attitudes and ways of its people Historical significance of Newfoundland and Labradors past to the present and future

Speaking and Listening Listen critically to others ideas or opinions and points of view Contribute to and respond constructively in conversation, small group and whole group discussions, recognize their roles and responsibilities as speakers and listeners

Writing and other ways of representing Use a range of strategies in writing and other ways of representing to Record, develop, and reflect on ideas, attitudes and opinions Compare their own thoughts and beliefs to those of others Record and reflect on experiences and there responses to them

Values, Appreciations and Attitudes: Respect for others Concern for the welfare of others Appreciation of hour heritage Appreciation of the dignity and worth of the individual personality

PROCEDURE: Day One: Discussion and Questioning 1. Before this lesson begins there will be an amount of preparation.

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a. Notify administration that the class will be taking part in a field trip to a seniors citizens complex b. Notify the seniors citizens home to let them know about the activity that will be taking place. They are usually quite enthusiastic about children coming to visit the homes as the elderly love to have a chat with people, as some of them dont get to see visitors very often. c. Design a permission slip to parents informing them of the purpose behind the activity and what you hope students will gain from taking part. They may also be asked if they would like to volunteer their time to help the children on the bus and during the conducting of the interviews. 2. Have children come to the front of the class for a group discussion on the history of Newfoundland culture. Modeling: 3. Hold up various pictures of people depicting traditional Newfoundland Culture. These pictures may include Newfoundland foods, fisherman, miners, traditional Newfoundland kitchen parties, etc. 4. Ask children what they think life was like in Newfoundland back in the time when their grandparents were young. 5. Record childrens answers on chart paper for them to view 6. Inform children that they will be going on a field trip to a local seniors complex to conduct a friendly interview with a senior citizen about what their life was like growing up in Newfoundland. 7. Ask children to return to their seats and record three questions that they would like to ask their senior friend. 8. When they have finished collect the questions and from that develop a sample question sheet for children to take with them. Feel free to add some questions that will also meet the curriculum outcomes. And leave a section for children to ask a couple of other questions that they have Day Two: Field Trip 1. When children arrive at the seniors complex have them seated in an area where they can listen to some formal instruction before they are paired up with their senior friend 2. Run down through a few important rules that children should keep in mind. Introduce yourself and tell them where you are from Respect the individual who is talking Never interrupt them while they are speaking Use point form when jotting down things that were said Try to answer any question they have for you to the best of your ability Thank them for their time at the end of the interview

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3. Children will be paired up with senior citizens and taken to different parts of the home where teacher and parent volunteers will monitor them. 4. Children will begin by telling the senior a little bit about themselves before they start the interviewing process. Keeping in mind this is a friendly interview so you should expect that they would be talking about other experiences during the interview as well. 5. Children will ask their senior friend the questions posed on the worksheet and jot down the answers that they receive 6. At the end of the interview they will be allowed to make some notes of anything they want to add or ask to the person. 7. There will be extra time allotted for the children and the seniors to have chat about anything in general before they leave. 8. The teacher and parent volunteers will visit each pair and take a picture of them with a Polaroid camera for future use for the lesson. 9. Children and seniors will be brought back to the initial meeting place where the teacher and students will formally thank them for their time and enjoyment of this activity. 10. Students will proceed to board the bus to depart for school. Day Three: Discussion and comparison Chart 1. Invite students to come to the front of the classroom where they can discuss their findings from the field trip, as they are all very eager to talk about what they have learned from their interview. 2. Randomly write down some responses on chart paper for each question so children will get an idea of how different life was for people depending on the time they grew up in and the places they lived. 3. Ask children to return to their desks so they can complete a comparison chart on Newfoundland: past and present. 4. Illustrate how the worksheet is to be completed and ask students if everyone understands 5. Repeat instructions for those students who may not have understood the first time. 6. Collect all the comparison charts once children have completed them and proceed to make color copies of the Polaroid pictures taken from the seniors home. 7. Design a bulletin board to display each comparison chart and copy of each picture for all children to view. Parents will later view this during the culminating activity. CLOSURE: Students will be given a sheet of cardstock folded into a card. They are to design a thank you card that will be sent along with the Polaroid picture to the senior citizen they interviewed.

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EVALUATION: Children will be evaluated by use of observation during the interview. Teacher will use the interviewing rubric while briefly observing students as they interview the senior citizens. They will also collect their comparison chart worksheet and make note of the relevance and detail used.

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LESSON THREE

One Room School House

Lesson Duration: 4 X 30min RATIONALE:
Students will Appreciate how the school facilities have changed over time in Newfoundland and Labrador. The students will accomplish this through research using their textbooks, the internet, group discussions, and further inquiry by asking their parents or guardians about what school was like for them

OBJECTIVES:
Students will appreciate how much school facilities have changed over the years; Students will be expected to examine their own and others ideas in discussion and research to extend their own understanding. Students will relate the past to the present and envision the future.

RESOURCES/MATERIALS:
The Old Schoolhouse, by Mabel Avery Textbook, The Atlantic Edge, Living In Newfoundland and Labrador Worksheet on Schools

PROCEDURE: Day 1
1. Begin the lesson by asking the students what they know about oneroom schoolhouses, engage the class in discussion. Guided questioning What do you think it would have been like going to school back then? What do you think it would have been like having all grades in one room?

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What do you think it would have been like bringing coal/wood to school? Would you like to go to school back then? Why or why not?

2. Next introduce the book, The Old Schoolhouse, by Mabel Avery. Read it to the students. Once read, engage students in discussion to reflect on the reading. Ask students if they would like to go to this school, providing reasons for their answer. 3. In groups have students research the one-room schoolhouse further using their textbook, the internet and other available resources to examine what the schools were like in the past. Ask students to make note of the differences form their school today. 4. In groups, also have the students discuss, based on their findings, what materials the students used to do their work in the past. Ask the students to compare these materials to what they are using now, and think about what kinds of materials students will use to do their work in the future. 5. Have students ask their parents or relatives, what school was like for them when they were growing up to extend their understanding. Day 2 1. Have students draw a picture of what they believe a one-room schoolhouse looked liked in the past. Ask them to take into consideration all the information they have found out about one-room schoolhouses from their parents, relatives, books, artifacts, and pictures, when they draw their picture. 2. Next, have students draw a picture next to their picture of a one-room schoolhouse of what they believe a schoolroom will look like one hundred years from now. Day 3 1. Based on the data the students have collected, class and group discussions, and stories they have heard about one-room schoolhouses, ask students to write about what it would be like to attend school in a oneroom schoolhouse. 2. Students should follow the writing procedures guideline posted in the classroom when writing. The teacher should also go through this outline with the students before they begin.

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3. Ask students to share their writing with a guardian at home, and ask that guardian to help them proof read and edit their writing. Day 4 1. Ask students to make a final copy of their writing. 2. Students will share their pictures and writings with their group. 3. Post students work up on the wall of the classroom under the heading: One-room schoolhouse.

EVALUATION:
The students will be monitored throughout ensuring that they understand what it is they are doing. The teacher should also be looking for individual involvement and checking to see that everyone is contributing to the group. The teacher will also perform a checklist based on students work to see if they have related the past to the present and envisioned the future in their drawings, as well as in their written work.

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LESSON FOUR

A Nifty New Flag

Lesson Duration: 4x 30 min

RATIONALE:
The purpose of this lesson is to facilitate learning by encouraging students to use their imagination and prediction skills to support comprehension of various Newfoundland symbols. They will also use their imagination and their individual artistic and writing skills to redesign the Newfoundland flag. Students will then write a short speech about their flag for the culminating flag parade.

OBJECTIVES:
To use their imagination to make predictions expressing their ideas and beliefs To generate ideas about the topic being covered through class discussion and questioning To listen to, respond to, and pay attention to various opinions, ideas, and any visual aids used in the lesson

SPECIFIC CURRICULUM OUTCOMES:

Social Studies
Students will be expected to display an understanding of culture and diversity and the worldview, recognizing similarities and differences reflected in various personal, cultural and ethnic perspectives Be aware that many groups of people create a variety of symbols to remind them of some common bonds that represent them. Develop personal imagery through drawing/painting

Art

Language Arts Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings and experiences

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Students will be able to interact with sensitivity and respect, considering the situation, audience, and purpose Communicate information and ideas effectively and clearly, and to respond personally and critically Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and use their imaginations

RESOURCES:
Copy of text The Atlantic Edge: Living in Newfoundland and Labrador Flag of Newfoundland and Labrador Overhead projector and marker

PROCEDURE:
Statement of Purpose: Tell the students: "Today we are going to continue our study of Newfoundland Culture. We will focus our attention on the meaning of symbols, paying special attention to the ones representing our province." Questions and Guided Practice 1. Have the flag of Newfoundland posted up on the board so students can clearly see it. Get students thinking about what the flag is. Ask: What is the flag of Newfoundland? What is a symbol? 2. Provoke students to think about other symbols they are familiar with? Ask: What are some symbols you know? Highlight the importance of understanding what the symbols the students speak of represent and ask: What does this symbol stand for? What does it mean to you? How do they make you feel? 3. Following the discussion of symbols, What they stand for, etc. return to the sample flag and begin to discuss the flag in detail. For example ask students questions regarding the colours and shapes on the flag. What does the colour white represent? What does the triangles represent? 4. After students give their opinions continue lesson by getting students to turn to page 38 in their text. 5. Begin to cover material on pages 38 and 39. Review the different parts of the flag (shapes and colours) and what they stand for.

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Introduce students to other provincial symbols (eventhough they may have previously been mentioned in the lesson) Ask: What are the most unique symbols of our province, which are easily recognized by other provinces and people?

Check for understanding 6. Further stimulate students interest in their province and what they think represents Newfoundland (apart from what is described in the text). 7. Standing in front of the class using the overhead projector begin to construct a concept map using the students ideas. Pose the following questions: What do you think about when you think of Newfoundland? What types of symbols do you believe characterize our province's lifestyle, people, geography, history, culture, etc. 8. Following the construction of the concept map begin to give instructions to the students regarding the various activities that they will complete. Explain to the students that they will incorporate language arts, art, and an oral presentation.

ACTIVITIES:
#1. Activity: Drawing/Designing a Flag Audience: Whole class Objectives To use their imagination, ideas, and background/acquired knowledge of symbols and their province in an artistic/creative way To become comfortable with working as an individual, using their own ideas and thoughts To use a variety of different materials to create a final artistic product Grouping:Individually

Materials White paper Construction paper Pencil Markers Crayons Ruler Glue Tape Scissors Text book Resource center (books, magazines, pamphlets, etc) Journal Entry

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Statement of Purpose: "We have begun our lesson on Newfoundland symbols so today we are going to redesign the flag, using symbols that are not presently found on the flag. For ideas you can refer to your text, our concept map, or our resource center." ******Resource Center- area in the classroom where students can find additional information on their province in books, magazines, pamphlets, tourism materials, etc Activity 1. Review with students the idea/purpose of the activity and ensure that the purpose is clear and understood. 2. Explain that the creation of the flags will be done individually. 3. Remind and encourage students to use the resources, which are available to them to create their flags. 4. Teacher will remind students of the art expectations that they are responsible for meeting. Modeling: 5. Teacher will model art expectations by explaining to them how to create their flag. Go through procedures and have sample flag on display. 6. Supply students with the necessary materials and ensure that each student has all the materials (those not supplied) to complete the activity. 7. Distribute the journal entry for students to complete, which helps them assess their work on the activity. 8. Set children to work. Early Finishers Students who complete their flags early may begin to work on their journal entry for their portfolios. Assessment 1. Evaluate final product using the attached art rubric and then include it in their individual portfolios. 2. Have students do a journal entry for their portfolio telling what they learned from doing this activity and how they found doing it. (See attached) #2. Activity: Flag Speech Audience: Whole class Grouping: Individual

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Objectives To generate reasons why you chose a particular symbol/colour To reflect on the topic being studied in order to generate ideas/reasons To use proper English grammar and punctuation in writing

Materials Paper Pencil Dictionary Individual flags Review worksheet

Activity 1. Distribute copies of worksheet to students "My Newfoundland Flag." 2. Instruct students to write down their ideas and feelings on the provided worksheet in paragraph form. 3. Explain to students that they must tell what their flag represents about Newfoundland and why the symbols were chosen. 4. Encourage students to use their dictionaries when writing and pay attention to their grammar. 5. Set children to work. Early Finishers Students who complete this writing activity early may begin to complete the review sheet that will be supplied to them during the class (see attached). Assessment 1. Their written work will be graded using the attached language arts rubric. 2. Their speech will be collected at the end of the lesson so it can be included in their portfolios.

CLOSURE:
Lesson 1 & 2 Upon completion of the activities (probably at the end of the entire unit) all students will, teacher, and parents will gather for the students "Flag Parade." This day will mark the end of the unit and will give the students the opportunity to display their work, which they have completed during the past time. Students will have their speech and flags attached to a stick. They will then

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proceed to march around the room while the Ode to Newfoundland is playing with their flags in hand. At this point the students will form a line and each student will be given the opportunity to come forward and present both their flag and speech.

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LESSON FIVE

Traditional Vocabulary in Newfoundland and Labrador

Lesson Duration: 5x30min

RATIONALE: The purpose of this lesson is to get students acquainted with traditional Newfoundland language so they may gain a deeper appreciation of their culture. The object of this lesson is to research Newfoundland terms and sayings and determine their meanings. OBJECTIVES: Develop an appreciation for Newfoundlands rich culture. Research a list of traditional Newfoundland sayings. Develop reading, writing, and thinking skills while working in a group setting. Understand that language varies across cultures, regions, and traditions.

MATERIALS/RESOURCES: List of Newfoundland terms and sayings Dictionary of Newfoundland English Resource center for books Community members

SPECIFIC CURRICULUM OUTCOMES: Social Studies (understandings, knowledge, skills, values): Recognition of, and adjustment to societal and cultural change Culture is socially learned. Consists of knowledge, skills and values which are developed in human groups and which serve as the established rules of the group life

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Individuals differ from one another in personal values, attitudes, personalities and roles, but at the same time, the members of a group possess certain common values and characteristics Historical significance of Newfoundland and Labradors past to the present and future The history of a community has a definite bearing on the culture, traditions, beliefs, attitudes and ways of its people

Language Arts: Speaking and Listening Listen Critically to others ideas or opinions and points of view Ask and respond to questions to seek clarification or explanation of ideas and concepts Listen critically to analyze and evaluate concepts, ideas and information Use word choice and emphasis, making a conscious attempt to produce a desired effect Reflect critically on and evaluate their own and others uses of language in a range of contexts, recognizing elements of verbal and non verbal messages that produce powerful communication Demonstrate how spoken language influences and manipulates and reveals ideas, values and attitudes Reading and Viewing Reflect on and discuss their own processes and strategies in reading and viewing Answer with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts Writing and other Ways of Representing Record, develop and reflect ideas Make choices of form style and content for specific audiences and purposes Use basic spelling rules and show an understanding or irregularities Make deliberate language choices appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing Values, Appreciations and Attitudes: Respect for others

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Appreciation for our heritage Sharing Concern for the welfare of others

Time, Continuity and Change: Demonstrate an understanding of the concepts and vocabulary associated with time, continuity and change

Culture and Diversity: Describe how culture is preserved, modified and transmitted

Interdependence: Explain and examine the causes and consequences of interactions among individuals, groups and societies

METHOD/PROCEDURE: Audience: Whole Class Statement of Purpose: 1. The lesson will begin with an open discussion on Newfoundland and Labrador. Tell the students: Today we are going to start a lesson on traditional Newfoundland sayings and terminology. Are there any words or phrases that we have heard of in our families and communities that are Newfoundland words? I want us to think about where these words came from and what they mean. Lets see how many words we can come up with. You will be given a worksheet that you have to research, and then make entries into your response journals. After our research is complete we will create our own Newfoundland dialogue in groups of 3 and perform mini skits to the class 2. Discuss language and dialect and explain to students that there are many dialects in the province that result from the interaction of people from various regions. In addition to the numerous dialects present in Newfoundland, explain the prevalence of traditional Newfoundland sayings and terms.

(Allow time for discussion and individual thinking)

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DAY 1 Questions and Guided Practice: 1. Prepare chart paper at front of class and ask the questions: What words have you heard before that can be classified as Traditional Newfoundland sayings? Where do you think these words came from? Are these words spoken in all regions of the province? What do these words mean and how are they used in spoken conversation? 2. Record student answers and ideas on chart paper. 3. Present students with worksheet-list of Newfoundland words and phrases and instruct them to embark on the task of finding the meaning and context of such words and phrases. 4. Bring the students to the resource center in the school and show them where books and dictionaries can be found pertaining to the research they have to do. (Present the Dictionary of Newfoundland English to them). Modeling: 5. Choose a word from the list and demonstrate how to research the word or phrase in the resource center. 6. Have students record their research findings in their response journals. 7. Have students return to class and encourage them to ask their parents, relatives if they recognize some of the words or phrases on the list. Encourage students to use their relatives and community members as resources and record all responses in their learning logs. The Learning Log is a notebook that the students use to record all their research and findings. DAY 2 & 3 Discussion, Reflection: 8. Allow time for students reflect on their research in their learning logs. 9. Ask children what information they found at home from friends and family members. Did find out anything interesting at home concerning the list of words you were given? Group Work and Instruction: 10. Place students into groups of three or four and give further instruction. You will be put into groups to work on the remainder of the lesson. In groups you will create a mini skit using the words and/or phrases you have

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researched. You must you proper sentences to develop dialogue in context to the word meaning. Look back to your learning logs for help. Once your dialogue is completed you will present your skits to the rest of your class. Feel free to use props from home or here at school to make your skits fun and interesting. 11. Facilitate learning and help groups in creating dialogues. * Allow 2 days for students to create their mini skits and gather props to help them present their creations. DAY 4 Presentation: 12. Draw names to determine which group performs first. 13. Take notes on presentations and offer feedback. 14. Allow students time to reflect on class presentations and ask questions of their own. This should be a fun day for students to share ideas and enjoy class performance. DAY 5 Closing Activity: 15. Hand out pieces of Bristol board to groups and give instruction: WE are going to contribute what we have learned on a class mural. On these pieces of Bristol board you will work in groups to illustrate what you have learned about Traditional Newfoundland Vocabulary. You can list your terms and their meanings and/or draw pictures to show the meaning of concepts that you now understand. You will have two classes to complete this project and when you are finished you each group will contribute their projects to one big class mural on Traditional Newfoundland Vocabulary. 16. Allow time for group collaboration and observe. 17. When groups are finished, create mural as a class team and evaluate. EVALUATION: Students will be evaluated both individually and in groups. Evaluation will take place by observation of group work, observation of skits and displays, and by evaluating individual learning logs. The learning logs that the students have created will show how research was completed and the understanding of terms on a personal level. These logs can be evaluated by using the Research Source Checklist (enclosed).

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LESSON SIX

Traditional Newfoundland Songs

Lesson Duration: 2 x 30min.

RATIONALE:
Students will gain knowledge and form an appreciation for Newfoundland heritage by examining a broad range of traditional Newfoundland songs, by using a variety of sources such as text books, the Internet, and other people.

OBJECTIVES:
Develop an appreciation of Newfoundland traditional music, and heritage. Understand the general themes, which are found in traditional Newfoundland songs. Develop an ability to sing as a group (singing expressively, in unison, and from memory).

SPECIFIC CURRICULUM OUTCOMES:

MUSIC Sing from memory, as a small group, one traditional Newfoundland song. Sing, with a small group, a Newfoundland song emphasising on the timbre and expression in which it is properly sung.

SOCIAL STUDIES Appreciate the hardships and triumphs experienced by a diverse people in building a province. Gain insight into the relationships among the people, ideas, and events that have shaped present day Newfoundland and Labrador society.

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Understand the nature and significance of traditional Newfoundland and Labrador values.

LANGUAGE ARTS Speaking and Listening Contribute to and respond constructively in conversation, small group and whole group discussions, recognize their roles and responsibilities as speakers and listeners.

Writing and other ways of representing Use a range of strategies in writing and other ways of representing to: Record, develop, and reflect on ideas, attitudes and opinions. Compare their own thoughts and beliefs to tose of others. Record and reflect on experiences and their responses to them.

RESOURCES/MATERIALS:
Old Time Songs of Newfoundland, Gerald S. Doyle Favourite Songs of Newfoundland, Alan Mills and Kenneth Peacock Cassette Tape: Another Time: The Songs of Newfoundland Cassette Tape: Folk of the Sea in Concert

PROCEDURE:
DAY ONE: 1. Start the class off by asking the students to give some examples of traditional Newfoundland songs, and use guided questioning to expand on their experiences. Where are these songs usually heard? What instruments were used, when you heard the song? Was it a male, female singing the song? What was the timbre of the song (how did the singer sing it- happy, sad, angry) 2. Then ask if they can identify and major themes within the songs (ie: what are some of these songs usually about?).Themes will include:

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Shipwrecks Fishing Tragedies Times of hardship Love

3. Present a handout of seven traditional Newfoundland songs, including the lyrics, with each song depicting a different theme. List will include: Old Polina Tickle Cove Pond Hard Hard Times Ode to Newfoundland Petty Harbour Bait Skiff Harbour le Cou Let me Fish Off Cape St. Marys
NOTE: Due to the emphasis on main themes of Newfoundland songs in this lesson, the songs selected on the list each contain a different theme within the song, so that all themes are covered on the list.

4.Each song will be played for the class, with the children following the lyrics. 5. After each song is played there will be a period of brief questioning, where students will be asked: What kinds of instruments did you hear in the song? Did any one hear any of these songs before? How did the instrumentation differ from when you heard it before?

6. The teacher will the explain to the students their project, where in groups of up to four the will research a song form the list provided. In their groups they will present their information to the class and then perform their song. The teacher will also explain to them the importance of rehearsing the song (from memory) as they will be evaluated on their performance, as well as the information that they researched. Teacher should also go over with the class the criteria in which they will be graded on.
NOTE: A sign-up sheet will be posted, where the children can sign up for the song in which they want to research. This will be done during class time, using a special procedure (to avoid chaos), where they will sign up according to the month in which they were born, i.e.: Teacher will ask those who have a birthday in January to sign up for their song. After that group is seated, teacher will ask students who have a birthday in February to sign up for their song, and so on).

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DAY 2 1. The students will begin their research. They will do this using a broad range of resources (such as text books, internet, grandparents, aunts, uncles, friends, etc.), while keeping in mind the following questions: DAY 3 1. This class will be used for the students to organize their information that they have found, and to prepare for their presentations. Students may also have this class to practice their song DAY 4 1. Groups will present their findings to the class, as well as their song. Teacher will also be evaluating, by the use of a rubric, during this class. Who is the composer of the song? What area of Newfoundland did this song originate from? What traditional instruments are used in the song? What time period was the song written in?

CLOSEURE:
As a closing for the lesson, teacher will have a class discussion about different Newfoundland songs and their themes by asking them the following questions: - Can you think of any other Newfoundland songs that contain any one of these themes? - Do you think that musicians years ago could always have access to instruments? What would they do if they didnt have any instruments? This would spark a discussion about songs sung a cappella, which was how they were sung years ago.

EVALUATION:
Students will be evaluated through out the entire process of their researching, where the teacher will be looking for individual involvement and participation in the group, as well as how well the students work together as a group. However there will be a formal evaluation when they present their findings to the class, where they will be evaluated according to the criteria that is included in the following rubric.

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LESSON SEVEN

Traditional Newfoundland Kitchen Party

Lesson Duration: 1x30 min, 1x60min, 1x120 min

RATIONALE: This lesson will be used effectively as a possible culmination activity. As part of a whole class project students will research the customs of mummering and traditional Newfoundland kitchen parties. They will display all their unit work as a class and as a final activity they will take part in a Newfoundland Kitchen party, each dressing up as a mummer, including traditional food, music and dance. Parents will be invited to come along and share in the learning experience.

BACKGROUND INFORMATION: Newfoundlanders are renowned for their high spirits and enthusiasm when it comes to "having a party". When the word gets passed around that that so and so's having a bash, there's no telling what kind of night is in store for one and all. One thing is certain though: EVERYONE IS WELCOME! A very common type of party held in Newfoundland is the "Kitchen Party". This type of party is usually spontaneous and starts out with a few people just sitting around enjoying a few beverages. A typical custom in Newfoundland is the "drop by". By this I mean that people simply drop by other people's houses without any notice or invitation, just to see "what's on da go". As more and more people drop by, a "kitchen party" eventually develops. It is referred to as a kitchen party because the kitchen is the main room where the action takes place. A very common sight at the party is a group of men standing around the kitchen (and close to the fridge), shooting the breeze. The women tend to scatter throughout the other rooms in the house but by the end of the night, one and all are "squat" into the kitchen. Another common sight in the kitchen is a performer. There is always one person in the crowd who decides to liven the place up. If there's an instrument in the house--- then, there's live entertainment! It could be a guitar, piano or even a set of spoons!

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OBJECTIVES:

Develop a knowledge of our history and a pride in our heritage and culture Develop a knowledge of how holidays are celebrated and the special kinds of entertainment associated with holidays Realize how much forms of entertainment have changed and how they remain the same. Understand the concept of mummering and its place in the culture of Newfoundland and Labrador Gain information through viewing videos Enhance research skills using different media Enhance research writing skills

RESOURCES/MATERIALS: Access to internet The Atlantic Edge: Living in Newfoundland and Labrador Chapter 7 "Work and Entertainment in Grandparents Days" mummering is studied as part of Christmas entertainment. Encyclopedias Cd player Invitations for parents to partake in the kitchen party Traditional Newfoundland music Traditional Newfoundland instruments: ugly stick, guitar, spoons Newfoundland food Volunteer people to come in dressed as mummers to dance to the Mummers song Land and Sea mummers video

SPECIFIC CURRICULUM OBJECTIVES: Social Studies (major understandings, knowledge, skills, values): Individuals differ from one another in personal values, attitudes, personalities, and roles but, at the same time the members of a group posses certain common values and characteristics. The history of a community has a definite bearing on the culture, traditions, beliefs, attitudes and ways of living of its people

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Language Arts: Speaking and Listening Use word choice, tone of voice, and facial expressions appropriate to the speaking occasion Engage in and respond to, and evaluate oral presentations

Writing and other ways of representing Create written and media texts, collaboratively and independently in different modes and variety of forms Demonstrate an understanding of the conventions of written language in final products Use technology with increasing proficiency to create, revise, edit, and publish texts

PROCEDURE: Day One: Discussion and Understanding 1. Students will be invited up to the front of the class for a discussion on what they believe a Traditional Newfoundland Kitchen party is. 2. Teacher will pose various open-ended questions to motivate students to take part in the activity. What is a kitchen party What are some typical characteristics you may expect to see at a kitchen party? What are mummers? Where do you think they originated? What kinds of instruments are used at one of these parties? 3. Teacher will record the theyre predictions and answers on the chart paper and proceed to show the Land and Sea- Mummers Video 4. After the video the teacher will return to the chart paper where teacher had recorded the answers and predictions and discuss their findings. 5. Students will be asked to choose a topic of interest regarding the Newfoundland Kitchen party and research it using a variety of recourses such as the internet, encyclopedias, various people, books, magazines, etc. 6. They will compose a small report and be expected to discuss it in front of the class as an oral presentation. They are asked to bring in

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any material that will aid in their presentation. (Costume, instrument, food, etc.) 7. They will be given class time in order to work on their presentations

Day Two: Presentations 1. Students will be invited up randomly to give their oral presentations on their topic regarding the Traditional Newfoundland Kitchen Party. 2. Classmates will be given opportunities to ask relevant questions to the student who has presented their report. 3. Students reports will be collected and put on display for the culminating activity Day Three: Kitchen Party 1. As a culminating activity Children will invite family members in to take part in a traditional Newfoundland Kitchen party. 2. Students will be asked to come in costume as mummers 3. Parents will be asked to provide a Newfoundland dish to serve at the party 4. Traditional Newfoundland music will be played 5. Traditional Newfoundland games and dance will take place 6. Children will show parents the displays and bulletin boards of their cumulated work over the unit. At this time they can respond to questions posed and give a brief description of their activities competed.

EVALUATION: Students will be assessed in a variety of forms for this lesson. Teacher will observe children throughout the duration of activities making note of who is having difficulties or not progressing as the other students. The teacher will also make note of children who ask various questions to their classmates during the oral presentation. Children will be evaluated by an oral presentation rubric and their reports will be evaluated based on a number of specific criteria.

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BIBLIOGRAPHY:

Sullivan, Arthur, No Strangers Here, A Simplified Guide to Travel in Newfoundland, 1995 White, Marion Francis, Discover Canada, Newfoundland and Labrador, 1994 Jackson, Newfoundland and Labrador. 1995 Leverb, Suzanne, Canada in the 21st Century: Newfoundland. Chlsea House Publishers, Philadelphia, 2001 2002 Travel Guide, Tourism of Newfoundland and Labrador. Bristol Group, St. Johns, Newfoundland, 2002 Mills, Alan and Peacock, Kenneth, Favorite Songs Of Newfoundland. BMI Canada, 1958 Doyle, Gerald, S. Old Time Songs Of Newfoundland. G.S. Doyle Ltd., St. Johns Newfoundland, 3rd Edition, 1958 Rossiter, T.P, and Ryan, D.W.S, The Newfoundland Character; An Anthology Of Newfoundland and Labrador Writings. Jesperson Press, St. johns, Newfoundland, 1984 Avery, Mabel, The Old School House. Cramm, Frank, Fizzard, Garfield, and Greenham, Lloyd. The Atlantic Edge. http://www.k12.nf.ca/ralphharnum/grandparentsdays.htm www.sasked.gov.sk.ca/docs/elemsoc/g1u21ess.html - 39k http://www.ucs.mun.ca/~t12kal/index2.html http://www.stemnet.nf.ca/CITE/newfoundlandia.htm http:// www. Stellar.nf.ca/1997-1998/district 10/bishopfield2.html http://my.execpc.com/~dboals/boals.html http://www.therooms.ca/home.asp http://www.durham.net/~kburt/NewfoundlandHistory.html http://www.ucs.mun.ca/~e57pjd/nfld_terms.html

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http://www.paradise.k12.nf.ca/sstudies.html http://www.stellar.nf.ca/1997-1998/district2/theresa3.html http://www.newfoundlanders.net/sitemap.html

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STUDENT PROFILES
Felicity To encourage Felicity to contribute to class discussions we initially put her with a group that she can help academically. Felicity reads and writes two years above her grade level so helping the students who are experiencing difficulties in the group will help build her self-confidence when it comes to speaking in front of others. We also felt that we should have a student-teacher conference with her to see if we could figure out why she does not contribute to class discussions. We feel that it is important that Felicity understands that out classroom is a riskfree environment and everyones ideas and opinions are important. A strategy we could use with Felicity to help her contribute to class discussions is a question cue strategy. During the student-teacher conference we could set up a question cue strategy with her. Felicity could be provided with a cue, such as standing in front of her desk, indicating that she would be called upon next to contribute to the class discussion. This would give her time to think about her response, rather that putting her on the spot. This strategy will ensure that she gets the opportunity to contribute to class discussions. Participation is also part of our unit evaluation, so this may also make Felicity feel more compelled to participate in class discussions because she will be assessed on this component.

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Ki Since the majority of our classroom work is done in groups Ki will benefit from this socially. In groups Ki will interact with others and the students will get to know him better. There will also be a zero tolerance rule for teasing and bullying in the classroom, so students should not be teasing Ki because of his accent. We will also give Ki the opportunity to make a presentation to the class about his country and culture. The students will benefit from Kis presentation because it does relate to social studies. The students will also have an appreciation for Ki because they will now understand his background his life. We will situate Ki with a group of students who have good writing skills. Ki would benefit if we put him in a group with Felicity for example, because she has mastered the writing skills for the grade level and she could help Ki with his writing. Monitoring of Kis writing is also important. Student-teacher conferences can be set up where the teacher will help Ki proof-read and edit his work. The teacher can also provide Ki with several reading materials, which will also help in improving Kis writing. We also feel that it is important to keep reminding Ki of how well he is doing and improving to keep up his self-esteem. Joe To keep Joe form disturbing the students and the teacher as he looks for attention, a strategy the teacher can use is the secret signal strategy. The teacher sets up a conference with Joe, and lets him know that his behavior is distracting her and the others. The teacher lets Joe know that she would like to set up a secret signal between the two of them, that nobody else in the class

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would know, to help cease his behavior problem. When the teacher pulls on her ear for example, this will signal to Joe that what he is doing is distracting and he must stop. Hopefully Joe will like this idea of a secret signal, because it will make him feel special and eventually his class clown acts will cease. On the other hand, Joe may not be stimulated enough, maybe the material may not be challenging and thats why Joe acts out. Schedule a one-on-one conference with Joe if this is the case. Ask him about his interests and ask him how he feels about the work he is assigned to do. We may need to modify his lessons to meet his individual needs, providing challenging and stimulating material. Joe could also be paired with a partner when doing group work. His disruptive behavior may be do to the fact that he has not established a long lasting friendship.

Elizabeth Elizabeth is a student who, from observing this year, tends to dominate class discussions and group activities. It is evident that she has difficulty compromising, which in return causes the other students to become irritated and want to avoid any group contact with Elizabeth. Elizabeth's contribution to classroom discussions is worthy and valuable but we believe that a one on one conference with Elizabeth will help her to focus more on how to better her methods of contributing to a group. These conferences will be conducted in a manner that will make Elizabeth aware of the ongoing performance evaluation process that will be focused on monitoring her listening, thinking, and cooperation skills, for example while working collaboratively with peers. We feel that by making Elizabeth aware that she is being monitored, she will learn to accommodate her behaviour and want to better her classroom conduct.

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It is very important to explain to Elizabeth that listening to other students expressing themselves is needed to achieve group cooperation, although we need to assure her that her opinion is also worthy of mention. Every student must be given the opportunity to voice him or herself and not feel intimidated by any other student. One suggestion to offer to Elizabeth to try and avoid dominating discussions is to get her to write her ideas down on a piece of paper. This way when she is called upon she can choose from a list one or two points she wishes to discuss, which would allow her peers the chance to contribute to the group discussions. When choosing groups for our lessons on music and the one room schoolhouse, it is important to select heterogeneous groups so those students of different abilities will be paired together. Elizabeth will then have the opportunity to work with students of different abilities, not just the ones who are at the same level. Working with a variety of different ability students will allow Elizabeth to accept the ideas and opinions of others. To provide her with a rewarding experience, Elizabeth will engage in peer teaching within her group, while at the same time fulfilling her authoritative role. Josh

Josh is a below average writer and therefore we feel that we should implement a student-teacher conference designed to improve his writing skills. However, because josh proactively engages in class discussion, offering fresh insights, we feel that we should concentrate on this strength in the conferences, hopefully transferring this over to his writing. By this we mean that during the conferences we plan to encourage Josh to write freely without restricting his thoughts, thereby putting his fresh ideas on paper adding a stronger depth of content to his writing. Afterwards, it will be time to concentrate on revision and editing. This is where we will ask Josh questions such as, "Have you checked your spelling?" "Don't forget to write in full sentences?" "Did you say what you meant to say?" etc.

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Josh has also exhibited a struggle with his reading skills as well. For the purpose of this unit we feel that it would be appropriate to include a variety of resources on the province of Newfoundland of varying reading levels. By doing this it would accommodate his reading level and he will be able to choose resources to aid in his research without being intimidated by a book that is too challenging. However, we still need to give Josh the opportunity to enhance his reading skills and therefore plan to involve him in group reading sessions as well as send home further reading materials for him to work on.

Jane Having a child like Jane in your classroom is often a heartbreaking and sensitive concern. When facing circumstances like this one, teachers need to approach the issue with compassion as well as caution. Although Jane should be our first priority, it is important to approach the matter in a professional way. As teachers, we decided that it would be important to consult with other professionals such as the professionals such as the principal, the school guidance councilor, and perhaps a local social worker in extenuating circumstances. After consulting a professional team, it may be a good idea to call Jane's caretaker to schedule a meeting to address the concerns that we have. During the meeting, if we establish the reasons for Jane's hunger as one of economics, we may ask Jane's caretaker for permission to enroll her into the breakfast program. We will explain that this program is confidential and Jane will therefore not be stigmatized. It is imperative to provide an inviting classroom atmosphere that represents a safe haven to each student. It is important to provide Jane with positive reinforcement as she may be experiencing low self-esteem. If we provide Jane with positive feedback and ensure her that her thoughts and ideas are welcomed throughout classroom discussions, we may motivate her participation. Throughout the unit, schedule many one on one conferences with Jane allowing her to express herself and her completed work. During her reflective story writing

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lesson, encourage Jane's creativity through writing and verbally expressing herself. It is through these one on one conferences that we will encourage Jane to provide longer and more stimulating responses enhancing her pride.

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Interviewer: Charmayne Rumbolt Interviewee: Ms. Beverly May Assistant Program Director District #2 School board

What are your thoughts on this unit? Do you have any comments, suggestions, and criticisms? Upon review of your lesson plan, I offer the following points for consideration: The time frame for this section should amount to approximately 7 classes. That would work to be about 2-3 weeks with social studies classes 3 times in 6 day-cycle. It maybe incorporated into Language arts classes where the focus is on working together as group partners, listening and speaking outcomes, as well as the information literacy outcomes...research, recording etc. The overall scope of the lesson and topic is relevant and achievable. All students should be able to relate and participate. It is most appropriate in that all students of varying abilities can also participate. You should however make special reference to how students needing supports (Pathway 2, 3, 4 etc) may be accommodated in each session. At the outset of your topic lesson, perhaps during lesson #2, You might like to make reference to learnings already acquired re: working together in groups and group/class rules and these will now need to be applied during these activities. It would be most appropriate to review such rules or procedures and make a chart of those to be particularly emphasized and strengthened throughout. From there, a criteria listing can be devised and distributed to each student. You might like to go over these with the children for clarity. It is important that everyone know these since they will be observed and

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evaluated. Now you have your criteria set for (i) working together in groups; (ii) sharing of related leanings at group sharing time; and as well, for your assessment and evaluation purposes both during and after the activities. When students are conducting research, a listing of video, visual and other resources would be very helpful. When trying to build background knowledge and meaningful connections with various NL terms and phrases, why not ask them " How do you know these are Newfoundland words? " " What makes them unique to Newfoundland? And Labrador? " You might want to speak to the name change and new abbreviation of our province at this point and ensure the children that they may explore terms of Labrador as well... Just for points of clarity for them. When discussing dialect, be sure to provide some examples. It would be best if you could provide a selection of words or phrases in various dialects on audiotape to help them make clear connections. Have you thought about using the term "working sheet" to replace "worksheet". This would of course be a work in progress as the children carry on through various aspects of the activities. I think it is congruent with the whole notion of constructivism at its best, as we want children to use new leanings to make newer ones. In the component regarding reading and viewing outcomes, it would be beneficial to add posters, newspapers, photos, videos, etc to the listing of texts to be utilized. In the section where the students will be required to use 'proper sentences' to develop dialogue in context; this might be somewhat problematic for them. Newfoundlanders and Labradoreans are known to be poor users of 'proper language' especially in our 'day-to-day' terms and sayings, which is really where the children will be drawing their information from. You can however, set the expectation and see where it takes you. If the children seem to get confused, (as it is very often the context in which terms are used that gives us clues as to what a particular term or phrase really means), then use these moments as what

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we refer to as 'teachable moments'. After all, that is what we are well known for. " Me ol trout " Get it? Consider inviting the children to sign up in the order in which they would like to present their skits. This instills ownership and leadership. If none volunteered to go first, I like your option to draw. Then have the others sign up. This way you are still be diplomatic. Its important to have them practice turn taking etc., as this is real in the real world. Social studies at its best! During group sharing time re the performances encourage positive feedback and constructive criticism. You may want to take the lead to model such. For the class mural, encourage children to paste photos or other color pictures where possible. I think this is a very valuable set of learning experiences that you have planned. It nicely complements the Grade 5 Social studies curriculum and I think it is timely in a sense that it is likely that our current generation of grade 5s, know very little about their culture or heritage. Societal issues, values and demographics have been steadily changing in both urban and rural areas of our province. This has impacted greatly. I will be most interested in its development as the activities can prove to exciting and fun. In the process, children will learn a little more about their own family history as well as the province and the people who live in it.

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Interviewer: Michelle Smith Interviewee: Ms. Doris Halfyart Retired Teacher What are your thoughts on this unit? Do you have any comments, suggestions, and criticisms? Ms. Halfyard is a retired teacher with many years of experience in the classroom. She has for the most part taught in the primary grade levels but has had some experience teaching in the elementary classroom. Ms. Halfyard was also familiar with the grade 5 social studies curriculum from her teaching career and also from having three children pass through the system. Upon review of the unit Ms. Halfyard expressed her satisfaction with how we developed the unit and had many positive comments. She thought that the unit was creative and covered a wide range of topics and each lesson was diverse, having the students engage in many different activities and evaluation forms. Ms. Halfyard also articulated her fondness of the incorporation of other disciplines into the unit, meeting curriculum outcomes from subject areas outside of social studies such as music, art and language arts. The culminating activity, Ms Halfyard expressed, was also a well-thought out lesson in which the children are able to sum up all of their learning experiences in a grand finale, displaying their work for peers, teaches and parents. Ms. Halfyard did lend a valuable idea for an introduction to the unit, and that was the idea of a slide show complete with pictures of Newfoundland (outport life, wildlife, scenery, etc.) and a commentary. This would give the teacher an idea of the childrens background knowledge and enable the students to engage in a discussion about the different things that they seen in the slide show that were already familiar to them. The teacher could lead the discussion with questioning strategies. We felt that Ms. Halfyard was a valuable resource in providing us with the positive feedback and criticism that we needed to improve the entirety of the unit.

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We gained insight into the ideas that we had developed and were reassured about the validity of our lessons.

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Interviewer: Nathalie Warren Interviewee: Mrs. Sandra Warren Grade 3 Teacher, Vice-Principal, Perlwin Elementary What are your thoughts on this unit? Do you have any comments, suggestions, and criticisms? Mrs. Warren is a grade three teacher, with almost 30 years of classroom experience. Shes taught a in a variety areas during her career, including Learning Resource teacher, Kindergarten teacher, and for the past three years shes held the position of Vice-Principal in an Elementary school. She has also sat on various provincial committees, developing language arts outcomes, as well as the evaluation panel for grade three CRT exams, for the past two years. As a result of her familiarity of the provincial K-9 curriculum, and her extensive educational background, we felt that her input would be very valuable to the development of our unit. Mrs. Warren felt that our unit was very comprehensive, admired our crosscurricular approach to student learning. She noted that the time frame for our unit was appropriate, and that it was very much workable for grade five. Her comments on the slide show were very positive and felt that it was an excellent activity to develop interest as students vocalize their own background knowledge, and noted that our non-traditional forms of representing were geared to different learning types and stimulated critical thinking in students. As literacy and language arts is Mrs. Warrens area of expertise, she made note of and gave us positive feedback on our inclusion and extensive use of the oral language component. Mrs. Warren also noted the choice that is given to students in lesson five, where they pick their own song to research. Having choice for the students gives them a sense of ownership and motivation for the activity. She especially liked A Walk Down Memory Lane in that it incorporated all of the skills, which the students obtained from each of the lessons.

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Even though Mrs. Warren had very positive comments about our unit, she did give us constructive suggestions and felt that there were aspects of the unit in which we could improve on. One of her suggestions was regarding our methods of evaluation. She thought that it was necessary for us to include more selfevaluation for the students in that it allows them to evaluate their own learning, and gives the teacher an idea of how the students feel about their learning. Also she felt that there were many outcomes presented in the outline that did not have any activities to match them. It was her suggestion to delete any outcomes that are not being met in the unit. Overall, Mrs. Warren felt that this was an excellent unit for grade five. During the interview she explained to me that Recent results in the CRTs for grade three and six, show that our students, in the area of language arts, are generally weak in inquiry and need to develop greater critical thinking skills. This unit addresses this need to the full extent. She thought that our teaching strategies and implementation procedures were very valuable in positioning where students are with the topic and developing interests, and felt that there was great motivation behind each activity.

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