Grade 1 Unit 1

Grade 1 Unit 1
Essential Question/Focus:
-First month of school
-Blackfoot Values of Respect and Kindness
-Intro into literacy and numeracy
Literacy, Health, Numeracy, Science, Social

Cross-Curricular Unit
Kate Lawless
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Table of Contents:
Rationale……………………………………………………………………………………….3-5
Plan to move online (if needed)………………………………………………………………….6
Meeting the TQS ………………………………………………………………………………7-8
Learner Outcomes……………………………………………………………....……………9-12
Projects and Assessments……………………………………………………..…………….13-17
Assessment Strategies ……………………………………………………....………………18-21
Differentiation Strategies ……………………………………………….………………….22
Lesson Plans ……………………………………………………….………………………22-50
Rationale:
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The purpose of this Grade 1 cross-curricular unit is to introduce students to their Grade 1
classroom, the peers they will be working with for the year, their teachers, and their new
classroom routines. This unit will also serve as a way for myself and Mrs.Coutts to formally
assess students’ literacy and numeracy skills, as they have just been out of school for almost 6
months. Due to Covid-19 and students having missed many months of in-person learning, I will
ensure that prior to introducing this unit, students will be assessed and it will be determined what
aspects of the Kindergarten curriculum we must learn first. I have chosen to have this unit be
five-six weeks to allow students extra time to work on their numeracy and literacy skills, as
students may be at drastically different levels. The activities throughout this unit are designed to
address and meet outcomes in Language Arts, Social Studies, Math, Science, Art, Music and
Gym. Furthermore, the Kindergarten Social Studies outcome of “I am Unique” (K.1) and “I
Belong” (K.2) will be addressed throughout the year.
Throughout this five-six week unit, students will have weekly sight words introduced to
them and have the chance to work on these sight words through literacy centres. The sight words
that the students receive will be a mixture of high frequency CVC words, as well as Math,
Science and Science terms to help them feel more confident using these words throughout
lessons. Students and parents will also receive a list of 100 words children learn first as they
begin learning to read, and their sight words will be based on these words as well. Students will
each have their own dictionary they will add their sight words to. This will assist in their writing,
as students will have access to sight words on the classroom word wall, in their personal
dictionaries, and on their sight word keychains. Each week students will receive 5-10 sight words
(depending on the students’ ability) and they will participate in different centre activities to
practice these sight words. Alongside weekly sight words the class will also review and learn
about one letter each day. Students will learn whether the letter is a vowel or consonant, what
sound(s) the letter makes, how to write the letter properly and what words we know that begin
with that letter. By focusing on one letter per day and multiple sight words per week it will allow
myself and Mrs.Coutts to formally assess the students in the class and the levels they are at.
Students who need extra help with letters will do centre work focusing on letters and letter
formation. Students who are excelling at letters will be placed in centres that focus on sight
words. If students are able to work together in centres they will be placed in groups of students
that are at similar levels. However, due to Covid-19, students most likely will be working
independently, which will allow us to individualize centres for students who may need extra help
or are ready to move on quicker than other students. As the year progresses and students have
mastered letters we will slowly move into focusing on one word blend each day and doing
similar centres with letter blends.
Alongside weekly sight words, daily centres and daily letter work I will read one book a
day to students. The books chosen will be purposeful to match what we are learning about (eg.
kindness, emotional regulation, rhyming etc.). However, these read alouds will also serve as a
way to model a love for reading. By modeling my excitement about reading a different book
each day I will introduce a love of reading to students. Furthermore, I will also model and teach
students about how to choose a book to read using the acronym PICK. P=Purpose, I=Interest,
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C=Comprehension, K=Know most of the words. As students are learning to read, it is also
important to teach them about how to choose a book that interests them and will be enjoyable to
read. While we will use leveled reading books, it is also important to encourage students to
recognize when they are reading a book that is too easy or difficult to read, as well as if they are
interested in a book, and what to do if they are not.
The cross curricular connections throughout this unit will be very prominent and it will
encourage students to think critically about the ways what they learn is used in many subjects.
We will begin our day each day by doing calendar time and choosing either a helper of the day
or a VIP of the week. Students will
Technology integration will also be used throughout this unit in the form of Google
Classroom, FlipGrid and more will be used as much as possible. As there is a high change we
may move back online at any given day, it is important to teach students how to work this
technology so they are comfortable with it if they need to begin online remote learning again.
Technology will also be used to help introduce and share students’ work to family members and
other students within the school, as we will be isolated in our own Grade 1 cohort for the year.
Assessment throughout this unit will be mainly formative. Observing students throughout
the different assignments students will do will serve as a main form of assessment. The main
focus of the first few months of school is literacy, numeracy and general wellness. Students may
be at drastically different levels and will need to be taught new classroom etiquette due to Covid.
Through classroom community building activities and get to know you activities formative
assessment will be given to determine where students are at, and where we need to begin
teaching literacy and numeracy.
This unit will also connect and address our classroom values and the Blackfoot values
that our class learns about every 6 weeks. While creating my year plan, I purposely ensured that
each month the class would focus and learn about a different Blackfoot value. These Blackfoot
align well with the months in the year, while also easily meeting Health outcomes. As we
progress through the year, and this unit, we will continually reflect on the ways our class is
meeting these values through their teamwork and hard work. These values will be introduced
using Indigenous text and be incorporated into each subject and unit wherever possible.
Emotional regulation is a large focus in our Grade 1 classroom. In addition to the
Blackfoot values our class will be learning about and using, we will also be working on positive
social interactions, being aware of our emotions, and learning how to regulate our over the top
emotions. As students are quite young in Grade 1 and may still be getting used to being in a
classroom all day they will be working on ways they can regulate their emotions when they are
in the classroom. One of these ways may be providing students with flexible seating and fidgets.
The students will also become familiar with using colours as a way to express their emotions.
Blue=sad, red=mad, green=happy, excited; yellow=frustrated, hungry, tired. As students are
creating different projects using colours, they will also be given the opportunity to connect these
colours to emotions, and use the different projects as a way to express and recognize the emotion
they are feeling. Learning these colours will also meet Science outcomes and be a good
introduction to primary colours.
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Differentiation in this unit will occur in multiple ways. Students will all be given equal
and equitable opportunity to learn. Students will be placed into literacy centre groups (if they are
allowed to work in groups) based on their reading level and level of need. This will allow
students working in similar areas the chance to work collaboratively and closely with myself
and/or Mrs.Coutts. Students will be taught in auditory, visual and kinesthetic modalities, which
will help students develop different skills and learn in multiple ways. Many of the lessons will be
mini-lessons to ensure students have optimal work time and are able to learn through
exploration, play and team activities. Differentiation will be explored more in depth further into
this unit plan.
Plan to move online
In the event we move online we will be using Google Classrooms and Zoom to connect
and stay in touch with students. Each lesson plan created will have an area at the end which will
indicate how this lesson would be moved online if necessary. I will also be recording myself
reading books and putting them on YouTube for the students to view. Students can view these
regardless of if we move online, as it can help students who miss a day of school or want to hear
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a book being read to them. These books will teach the same concepts we will be learning about
in class— predicting how the story will progress, rhyming words, word families, sight words, a
general love for reading and more. Lessons for students may be recorded and put on YouTube
for the students to watch alongside worksheets or activities for the students to complete after
watching the video. Class Zoom video calls will also occur to ensure a sense of community is
continued in our classroom. The use of breakout rooms will also be utilized to present mini-
lessons or check in to students in smaller groups. Myself, Mrs.Coutts and Mrs.Mansell will be
able to facilitate 3 breakout group sessions which will allow us to provide mini-lessons to
students in smaller groups who are at the same or similar levels.
Meeting the Teaching Quality Standard (TQS)

1. Fostering Effective Relationships
This TQS is addressed constantly and consistently throughout the unit and throughout the 4
months I will be with these students. Fostering relationships is an ongoing process throughout
the classroom between myself and students, as well as students with their peers. By focusing on
different Blackfoot values every 4-6 weeks students will learn about a culture that is not their
own, while also learning about respect, kindness, compassion and more. These values will be
used to help students what a good friend is and how they should treat others. I will ensure that I
do not favour students or have any bias in my grading or assessment. Relationships will also be
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fostered through our daily morning routine, group work (if possible) and one-on-one teacher
student conferences. Students will never feel pressured to share their feelings or completed work
if they do not feel comfortable. This will help students realize that they are respected and valued
in the classroom and will not be placed in situations that make them uncomfortable. Furthermore,
students who choose to share their learning, personal experiences and stories will be celebrated,
encouraged and not put down. Forming effective relationships is the first step to create an
inclusive learning environment, which I will ensure I do in every way possible throughout this
unit, and the entire year with these students.
2. Engaging in Career-Long Learning
I will engage in career-long learning by seeking out new resources consistently throughout
this unit. I will ensure my plans are sent to my teacher mentors and I actively seek advice,
support and feedback on plans and lessons I teach. By being in contact with Don Shade via email
and phone I will ensure that I am teaching the Blackfoot values in the most appropriate and
accurate way possible. I will tell and remind my students that there are many things I am still
learning alongside them, which may help them feel more comfortable in the classroom and
comfortable making mistakes. Furthermore, I will accept and embrace feedback given to me
from students, parents, other teachers or administrators who view and participate in my lessons.
3. Demonstrating a Professional Body of Knowledge
The activities, projects and lessons throughout this unit are planned to ensure I meet the
Alberta Program of Study objectives. I will use formal and summative assessments to ensure that
students are learning, understanding and processing the concepts I am teaching them. If students
are struggling, I will provide differentiated instruction and provide extra intervention if needed.
As students are in Grade 1, emerging literacy and numeracy are ongoing and consistent focuses.
This unit is planned for 5-6 weeks, however, if students are struggling with literacy or numeracy
this unit may take longer, as students will need extra intervention and require longer to work on
certain aspects of the unit, such as the identity text. I will ensure that I am providing students
with the best teaching methods possible to ensure they learn and improve their skills.
4. Establishing Inclusive Learning Environments

Throughout this unit, and every unit taught in the classroom students will be given
diverse modalities to learn. Students will have flexible seating arrangements available to them
and will be encouraged to work around the room in whichever area helps them learn best. Due to
Covid, there may be less space for students to move around the classroom and work, however,
students' needs will be met to the best of my ability. While creating ‘all about me’ books,
students will not be pressured into sharing their work if they do not want to share details about
their families, community or values. Furthermore, students who come from difficult backgrounds
or home lives will receive differentiation to ensure they do not feel less than their peers who may
come from ‘typical’ households. We will celebrate all families, regardless of race, gender, sexual
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orientation, and religious beliefs. The classroom will be a welcoming and inclusive environment
for all students, and students will learn to celebrate differences.
5. Applying Foundational Knowledge about First Nations, Metis & Inuit

FNMI knowledge will be present throughout this unit. As a class we will be exploring
Blackfoot values and focus on a new value every 4-6 weeks. There will be Indigenous texts
throughout this unit and students will have many opportunities to read FNMI texts during silent
reading time. Students will also learn to appreciate other cultures through the cross-curricular
Social Studies outcomes we will meet about community, identity, being unique and more. One of
the communities and cultures we will be learning about Blackfoot culture and why it is important
in the area we live in. I will ensure that students are being taught about Indigenous culture in the
most appropriate and respectful way.
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Learner Outcomes Chart
Below are the outcomes I will be meeting for Language Arts, Science, Health and Social Studies.
These four are on the first chart, as these are my priority throughout this unit. Art, Music and
Physical Education are also incredibly important throughout this unit, however, they will not be
my sole focus. There may be a large amount of ELA outcomes, however, with daily literacy
centres and ongoing literacy instruction these outcomes will be met throughout the year, not only
throughout this unit.
Math will be addressed in a separate unit plan, as numeracy is one of the main focuses, however,
the math unit will be created collaboratively with my second TM, who teaches the other group of
Grade 1 students. Math will occur in a similar way as LA, as there will be daily centre work, a
daily number of the day and more.
Language Arts Science Health Social
Colour: K.1 I am unique

1. Explore thoughts, ideas, 1-5 Identify and evaluate - Life Roles and Career K.2 I belong
feelings and experiences methods for creating Development
General 2. Comprehend and respond colour and applying - Personal Health 1.1 My world: Home,
colours to different
Learner personally and critically to - Interactions School, Community
materials
Outcome oral, print and other media Seasonal changes:
s texts 1-6 Describe seasonal
4. Enhance the clarity and changes and interpret the
artistry of communication effects of seasonal changes
5. Respect, support and on living things
collaborate with others Needs of plants and
animals: 1–11 Describe
some common living
things, and identify needs
of those living things.
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1.1.1 share personal experiences ● W-1.2- demonstrate K.1.1 Value unique

that are clearly related to oral, A1- Identify colours in a positive hygiene and characteristics, interests, gifts
Specific print and other media texts variety of natural and health care habits: e.g., and talents
Learner 1.1.2 talk with others about manufactured objects. K.1.2 appreciate the unique
habits to reduce germ
something recently learned A2-Compare and contrast characteristics, interests, gifts
Outcome transmission, habits for
1.1.3 experiment with different colours, using terms such and talents of others:
s ways of exploring and developing dental hygiene -Appreciate feelings, ideas,
as lighter than, darker
stories, ideas and experiences than, more blue, brighter ● R-1.1 Recognize and stories and experiences
1.1.6 choose to read and write for than. demonstrate various shared
and with others A3-Order a group of ways to express by others
1.2.1 listen and respond coloured objects, based on feelings: e.g. verbal and -Value oral traditions of
appropriately to experiences and a given colour criterion. others
nonverbal
feelings shared by others A4-Predict and describe K.1.3 examine what makes
2.1.7 talk about print or other changes in colour that ● R-1.2-Identify them unique individuals by
media texts previously read or result from the mixing of physiological responses exploring and reflecting upon
viewed primary colours and from to feelings: e.g., being the following questions for
2.1.2 identify high frequency mixing a primary colour sad can make you tired inquiry:
words by sight with white or with black. ● R-1.3-Identity positive -What are my gifts, interests,
2.1.5 preview book cover, pictures A7-Compare the effect of and negative feelings talents and characteristics
and location of text to assist with different thicknesses of -How do gifts, interests,
associated with
constructing and confirming paint. Students should talents and characteristics
meaning recognize that a very thin stress/change make me a unique individual
2.1.3 read aloud with some layer of paint, or a paint ● R-1.4-Compare and -How do culture and language
fluency and accuracy, after that has been watered contrast positive and
rehearsal down, may be partly negative nonverbal contribute to my unique
2.1.1 segment and blend sounds in transparent. communication and identity?
words spoken or heard A8-Compare the associated feelings; 1.1.1 value self and others as
2.1.3 use analogy to generate and adherence of a paint to unique individuals in relation
e.g., positive and
read phonetically regular word different surfaces; e.g., to their world:
families different forms of papers, negative touches -appreciate how belonging to
2.1.4 associate sounds with letter fabrics and plastics. ● L-1.4-Define a goal, groups and communities
and some letter clusters and recognize that enriches an individual’s
2.1.5 use a displayed alphabet as B1- Describe the regular setting goals helps identity (I)
an aid when writing and predictable cycle of accomplish tasks -appreciate multiple points of
2.1.6 use personal word books, seasonal changes ● L-1.5-Recognize view, languages, cultures and
print texts and environmental print -changes in sunlight
interests, strengths and
to assist with writing -changes in weather experiences within their
2.1.7 name and match the upper B2-Identify and describe skills of self groups and communities (C,
and lower case forms of letters examples of plant and CC)
2.2.1 participate in shared animal changes that occur -demonstrate respect for their
listening, reading and viewing on a seasonal basis:
experiences, using oral, print and -changes in form and individual rights and the
other media texts from a variety of appearance rights of others (C, I)
cultural transitions and genres, -changes in location of -recognize and respect how
such as poems, storytelling by living things the needs of others may be
elders, pattern books, audiotapes, -changes in activity; e.g., different from their own ©
stories and cartoons students should 1.1.2 value the groups and
2.2.4 identify how words can recognize that many living communities to which they
imitate sounds and create special things go into a dormant belong:
effects period during winter and -demonstrate a willingness to
2.4.3 write, represent and tell brief survive under a blanket of
narratives about own ideas and snow as a seed, egg or share and cooperate with
experiences hibernating animal others (C, PADM)
4.1.4 print letters legibly from left -production of young on a -appreciate how their actions
to right, using lines on a page as a seasonal basis might affect other people and
guide
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4.1.5 use appropriate spacing how the actions of others

between letters in words and B3- identify human might affect them
between words in sentences preparations for seasonal -demonstrate a willingness to
4.1.2 experiment with letters, change and identify
sounds, words and word patterns activities that are done on resolve issues and/or
to learn new words a seasonal basis problems peacefully (C,
4.3.1 present ideas and B4-record observable PADM)
information to a familiar audience, seasonal changes over a -assume responsibility for
and respond to questions period of time their individual choices and
5.2.1 work in partnerships and E6- identify the actions (CC, I)
groups requirements of animals to 1.1.3 Examine how they
5.2.2 help others and ask others maintain life; i.e., air, belong and are connected to
for help food, water, shelter, space; their world by exploring and
5.2.4 take turns sharing ideas and and recognize that we reflecting upon the following
information must provide these for questions for inquiry:
animals in our care -What different types of
E7- Identify the communities or groups do
requirements of plants to you belong to? (CC)
maintain life; i.e., air, -What helps us to recognize
light, suitable temperature, different groups or
water, growing medium, communities (e.g.,
space; and recognize that landmarks,
we must provide these for symbols, colours, logos,
plants in our care. clothing)? (CC)
E-9-Recognize that some -In what ways do we belong
plants and animals must to more than one group or
adapt to extreme community at the same time?
conditions to meet their
basic needs; e.g., arctic (CC, I)
and desert plants and -In what ways do we benefit
animals. from belonging to groups
and
communities? (C, CC, I)
-What are our responsibilities
and rights at home, at school,
in groups and in
communities? (C, CC, I)
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Art Music Physical Education
Component 1: Students will notice Melody A: Acquire skills through a variety

commonalities within classes of natural Moving of developmentally appropriate
objects or forms Singing movement activities; dance, games,
General Component 3: Students will interpret types of gymnastics, individual
artworks literally
Learner activities and activities in an
Component 6: Students will represent
Outcomes surface qualities of objects and forms
alternative environment; e.g.,
Component 8: Students will create unity aquatics and outdoor pursuits
through density and rhythm. C: interact positively with others
Concept B: Painting
Melody A1–1 perform locomotor skills through a
Component 1 4. A melody is made up of sounds variety of activities.
Specific c) Natural forms have different surface organized as patterns. A1–3 perform non locomotor skills
Learner qualities in colour, texture and tone. Moving through a variety of activities.
d) Natural forms display patterns and A1-8 perform simple movements by using
Outcomes 2. Move to the beat in music through
make patterns. elements of effort and space to respond to
walking, running, hopping, galloping a variety of stimuli. E.g. music
Component 3 and skipping, as appropriate to the A1-9- demonstrate body awareness when
a) Art takes different forms depending on psychomotor development of students performing dance activities
the materials and techniques used 4.Perform simple action songs and A1–10 demonstrate body and space
c) An artwork tells something about its singing games awareness when performing space
subject matter and the artist who made it 6.Respond to music through awareness games.
d) Colour variation is built on three basic movement in an individual manner A1–11 demonstrate an understanding of
colours Singing basic rules and fair play for simple games.
f) All aspects of an artwork contribute to B1-8 understand the connections between
the story it tells 1. Distinguish between children’s physical activity and emotional well-
being.
speaking and singing voices.
Component 6 C1–3 identify and demonstrate etiquette
2. Respond to tone matching and echo and fair play.
d) Colour can be lightened to make tints or
games. C1–5 display a willingness to play
darkened to make shades. These tints or
shades are also referred to as tone or 3. Respond to so–mi hand signals. cooperatively with others in large and
value. 4. Respond to hand signals for so–mi– small groups.
la. D1–1 show a willingness to participate
Concept B: Painting 5. Sing, in tune, many rhythmic and regularly in short periods of activity with
•Learn simple brush skills: holding and melodic songs, singing games and frequent rest intervals
unloading the brush, applying paint, action songs. D1–2 demonstrate effort while
cleaning the brush. 6. Experience singing alone and in a participating in various activities
• Experiment with the medium to explore group. D1–3 show a willingness to listen to
its possibilities. directions and simple explanations
7.Sing accurately in unison.
•Work primarily with tempera paint or D1–4 participate in safe warm-up and
tempera paint with additives, using large cool-down activities
brushes to paint. D1–5 move safely and sensitively through
•Mix primary colours and lighten and all environments; e.g., space awareness
darken colours. activities
•Paint using experimental
methods,including without a brush.
•Use paint in combination with other
media and techniques.
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Assignments and Projects
Assessment Tool Overview
Assessment Assessm Assessme

FOR ent AS nt OF
Assess Brief Description Learning
Learning Learnin
ment
g
Tool
Each Monday morning students will receive 2-5 new sight words. As the school
semester goes on, these may increase to 10.
This weekly sight word routine may not begin until October when classroom
routines are more established, students have begun to caught up and students
are able to begin learning academics over general health, wellness and safety.
Monday-Students will write their new words in their agenda. Students will cut
out the sight words and add them to their sight word binder ring. These will be
holepunched already, so students will work on their fine motor and scissor
skills and cut out the words. Each student will have their own binder ring.
Weekly While students do this I will put the words on the class word wall.
sight Tuesday- Students will use their word shape books. Each student has their own
dictionary and they will fill this out, using their word binder rings if needed.
words
(see last page for example of the worksheets.) As a class, we will do alphabet
aerobics and stretch the letters out with our bodies for a brain break.
Wednesday- Play Word Out. Each student will have a marker and a
whiteboard. They will draw a tic-tac-toe shape and write their 5 new words.
They will then go through their word binder rings and write 5 of their old sight
words. This will help students continually write the words we work on. (This
√ √ √
may begin with 1-2 sight words at the beginning of the year as to not
overwhelm students.)
Thursday- Write our letters in different ways. Students will have access to
pens, markers, crayons etc. They can write their words in rainbow letters
(which will help them remember the rainbow and their primary colours.)
Students can also write in ‘ghost letters’ by writing their words in white crayon
and then colour over it with a marker to see the word! Students may also use
stamps to stamp their words or use letter blocks to build the word physically.
(This will all depend on Covid-19 restrictions. Students may need to switch
who uses certain manipulatives weekly as we will need to sanitize them after
each use.
Friday- Students will volunteer to read their sight words in their small desk
groups. As the semester goes on I will encourage kids to read the words in front
of the classroom. (The Friday routine may be completely removed or changed
as students may not be able to work in groups and Friday’s may be dedicated to
other things as it is a half-day)
Daily literacy centres with the partner Grade 1 class will take many forms. (If
students are allowed to mix.) There will be multiple modalities for students to
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work in throughout these centres. Two centres will be dedicated to guided

reading, with students separated into groups based on their level. The third
Daily centre will have boxes of salt or dyed rice. (Each student will have their own or
literacy this centre may be changed) This will allow students to write either letters or
their sight words using their fingers. There will be a writing centre which will
√ √ √
centres
have many writing prompts prepared for students, such as letter writing, recipe
writing, writing lists etc. These will change as the year goes on and students
progress. There will also be numeracy centres to work on number sense and
general numeracy. These centres can also be used to help students catch up on
work we are doing in the classroom.
As the year progresses, students may begin to fill out their Centre worksheets
daily to ensure they are on task and responsible for their own learning.
Each day we will begin our day by doing a morning calendar routine. There
will be a VIP of the week or helper of the day (TBD) and this student will be in
charge of helping run calendar time. All students will participate in saying the
days of the week, months of the year and numbers 1-(whatever day it is) out
Daily loud. The helper of the day will use a special pointer to point to what we are all
Calendar counting out loud, and will also be in charge of looking out the window to
Time determine what the weather is today and what season it is. This daily calendar
routine will help meet Science outcomes through watching the seasons change,
√ √
and recognizing the different weather that is associated with each season. This
calendar time will also serve as a daily check-in with the students. If students are
struggling to get through morning calendar time we may need to push lessons
back and provide brain breaks for students to ensure they are ready to learn.
DNA stands for dreams, needs and abilities. DNA will be used as a formative
assessment, as well as a way to introduce growth mindset to students. Students
will reflect and share their dreams— things they are good at, things they like
doing, what they hope to do this year— their needs— what they need to work
DNA on, what they need to learn— and abilities— things they are good at and can
Goals help others with. This will be used to teach students that we all have different
abilities and if we are not good at something now it does not mean we will
never be good at it. This will be paired with the read aloud Bubblegum Brain to
help students understand growth mindset. After students complete their DNA
goals sheet they will be given the opportunity to share with their classmates.
Encouraging the students to share will help them create connections throughout
√
the class. This will also help students recognize who they can go to if they need
help with something. Students will be encouraged to share their DNA goals
and self portraits on FlipGrid. These FlipGrids will be private and can be
shared with other teachers in the school and parents. As Covid has put
restrictions on who we can interact with, FlipGrid will be a way for the
students to share the work they have done and who they are while also working
on their speaking skills.
Friend FILE is an ongoing relationship and friendship building tool we will utilize
throughout the year.. F=Friends and family, I=interests, L=likes and dislikes,
E=experiences. Throughout the first week of school we will do friend file’s to
Friend encourage students to begin sharing things about themselves in order to find
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FILE commonalities throughout our class. Students will be encouraged to use their friend
(Ongoing file as a writing prompt, as they will be used to sharing things about themselves.
Students will also be encouraged to add things from their friend file into their self-
√
through-
portraits. (If they have a dog, they can draw their dog.)
out the
year) Go over what these words mean and have students think about one thing they
would like to share with their peers. (They only have to share one thing, not one
thing for each letter)
-After each student has shared go over the commonalities within our class and
encourage students to talk to each other about those things to begin building
friendships (Eg. Ms.Lawless has a dog and loves to go for walks with my dog, who
else has a dog or a pet?)
Students will create a bracelet, necklace, and/or mask holder that represents
who they are. Students will have beads and many types of string available for
them to choose from. Students will also have access to clips that they can clip
their beaded creation to, in order to clip their mask to their shirt when they are
not wearing their mask. This will help normalize the use of wearing a mask in
“I am class and encourage students to have their mask on them. Each bead the
unique” students add to their bracelet will represent something in their life. For
beaded example, certain colours will represent members of a students family; for each
brother they have, they will add an extra yellow bead. Other beads may
bracelet/
represent hobbies or interests. Prior to creating the beads we will have a desk
Mask think, pair, share then class discussion about what other coloured beads could
holder represent. Once students make their bracelets they will go around the classroom
and look at the bracelets their peers made. This will allow students to see what
they have in common with their peers. To ensure no student feels upset,
embarrassed or left out we will have a discussion about why we should
√
celebrate these differences and how it is exciting that we are not all the same.
After we have created and shared our bracelets the students will write down and
draw the number of beads they added, the colour of the beads and what those
beads mean. We may also graph some of the data as a class to begin learning
about graphing information— This information may only focus on hobbies, to
ensure no student feels upset if they come from a one-parent household, foster
care etc.-- This will be determined once we know the students. We may do this
project twice so students can create a bracelet and a mask holder so each
student can have both.
This assignment is not confirmed yet, however, it will take form as some type
of introduction to me assignment. It may be an ongoing book that can be turned
into an identity text later in the year, or me in a bag. Students will use their
My world: I
friend file, I am unique bracelet, and DNA information to help determine parts
am unique
of themselves they want to share with their peers. Students will decorate a
identity text
brown bag and then add items into the bag that represent them. This may be
(All about
me book?)
hobbies, their favourite toy, pictures of their family etc. Students will be
encouraged to present their completed ‘me in a bag’ projects to their peers.
√ √
(Me in a
Students may also be given the choice to share their completed work on
bag?)
FlipGrid, which will allow us to share it with parents.
FlipGrid will be used throughout this unit, and throughout the year for students
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to orally tell what they have learned throughout this unit. Students will have the
opportunity to create FlipGrid videos after every assignment if they choose
(time permitting). After students complete their DNA goals sheet they will be
FlipGrid
given the opportunity to share with their classmates. Encouraging the students
to share will help them create connections throughout the class. This will also
help students recognize who they can go to if they need help with something.
Students will be encouraged to share their DNA goals and self portraits on
FlipGrid. These FlipGrids will be private and can be shared with other teachers
in the school and parents. As Covid has put restrictions on who we can interact
√ √ √
with, FlipGrid will be a way for the students to share the work they have done
and who they are while also working on their speaking skills. If the student is
uncomfortable, (or there are FOIP concerns) a one-on-one conference with
myself can replace this. Students will have the opportunity to share their
learning while also practicing typing and using technology.
Personal Hula hoops will be utilized throughout the school year as a way to remember
Space how much personal space to give people. We will learn about personal bubbles,
which will also be a way to incorporate safety and learn about strangers.
Hula
Students will learn about personal bubbles and how our bubble can change
Hoop depending on who we are with. We will focus especially on the way our
Bubbles— personal bubbles have to be larger now due to covid. While walking outside to
Red Light, gym class we will use hula hoops as a way to remember the personal space we
Green Light need to give people. We will also play red light green light as a way to teach
students how to know when someone is in their personal space and how to
√
recognize that. Students will choose partners and stand on opposite sides of the
field. Whoever is ‘it’ will say green light and their partner will walk closer to
them. This will continue until the partner is in their personal space hula hoop
area and they will say ‘red light’. We will use this activity as a reminder about
who can be in our personal space, and how we can vocalize when someone is
too close to us.
In our first week of school we will read a book— Our Class is a Family (?)--
and create a class promise/class rules. This will be student led, to ensure
students are able to realize that their voice is important in our classroom and
Class
they have the autonomy to decide what type of classroom they would like to be
Promise in. Students will brainstorm different things they would like to have in their
classroom— everyone talks in kind voices, we put our hand up to talk— etc.
While students are sharing their classroom promise ideas, I will write them on
the whiteboard. Once we have added everything we want we will vote on the
different ‘rules’ so each student feels like they have a say in it, regardless of if
√
they shared an idea or not. We will then write it on paper and have each student
come up and sign their name. The class promise will hang in the class all year
and we can go over the class promise whenever necessary to remind the
students. We will also ensure to add covid regulations to this class promise, as
students were taught in Kindergarten to share, but this year we will not be
allowed to share.
While introducing our Blackfoot value of kindness, students will be introduced

to kindness through various texts and through the use of a kindness chart. We
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will go over the kindness chart as a class, and each student will receive an
individual kindness chart they can keep at their desk or at home. When students
do an act of kindness they will tell Mrs.Coutts or myself and we will add a
Kindness
sticker to the chart. Once the chart is full we will have a kindness celebration.
Chart Along with the kindness chart students will also address kindness through
filling my bucket or whichever kindness analogy the kids have been introduced
√
to prior. This will be determined once I meet the students.
Students will be introduced to using colour zones of regulation as a way to

Colour express what they are feeling. Green=happy, calm; blue=sad, overwhelmed;
yellow= frustrated, hyper, nervous getting to red or blue zone; red= angry,
Zones of
upset. We will read multiple books about kids feeling different emotions, My
self- Mouth is a Volcano, The Colour Monster, The Little Book of Big Feelings,
regulation Listening to my Body etc. Have students reflect and share if they have ever felt
emotions in the yellow, red or blue zone. Maybe on our first week of school we
feel yellow because we are nervous to be back at school and we miss our
√
family. Have a conversation with students about how they can get back to green
if they are feeling red, yellow or blue. This may be paired with a quick draw of
what our faces look like when we are in the red zone, blue zone, or yellow
zone.
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Assessment Strategies
For this assessment chart I chose to focus on the ELA learning outcomes and Health
outcomes. Due to covid-19 keeping students out of school for almost 6 months the school has
chosen to focus on literacy, numeracy and general wellbeing for the first few months of school.
Science outcomes will be met continuously throughout daily calendar time, building things with
play-dough and mixing colours at literacy centres. Social Studies outcomes will be met through
the ‘me in a bag’ assignment and the continuous get to know you activities, in which students
will recognize the way we are all unique and begin to celebrate the differences within our class.
Assessments
Weekly “I am My world: I
Title Sight unique” am unique—
Words DNA FlipGrid Friend bracelet Class Colour Zones Me in a bag or
Learning and Daily Goals FILE and mask promise of Regulation book about me
Outcome Literacy holder
s Centres
Type Formative Formative Formative Formative Formative Formative Formative

(Formative/ and and and and Formative
Summative) summativ summative summative summative
(ongoing)
e
(ongoing)
LA 1.1.1 share personal √ √ √ √

experiences that are clearly
related to oral, print and other
media texts
LA 1.1.2 talk with others √ √ √ √

about something recently
learned
LA 1.1.3 experiment with √ √ √ √ √ √

different ways of exploring
and developing stories, ideas
and experiences
LA 1.1.6 choose to read and √ √ √ √ √

write for and with others
LA 1.2.1 listen and respond √ √ √ √ √ √ √

appropriately to experiences
and feelings shared by others
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LA 2.1.1 use knowledge of √ √ √ √ √ √

how oral language is used in
a variety of contexts to
construct and confirm
meaning
LA 2.1.7 talk about print or √ √ √ √

other media texts previously
read or viewed
LA 2.1.2 identify high √ √ √ √

frequency words by sight
LA 2.1.3 read aloud with √ √ √

some fluency and accuracy,
after rehearsal
LA 2.1.1 segment and blend √ √ √

sounds in words spoken or
heard
LA 2.1.3 use analogy to √ √ √

generate and read
phonetically regular word
families
LA 2.1.4 associate sounds √ √ √

with letter and some letter
clusters
LA 2.1.5 preview book √ √ √

covers, pictures & location of
text to assist with
constructing and confirming
meaning
LA 2.1.6 use personal word √ √ √ √ √

books, print texts and
environmental print to assist
with writing
LA 2.2.1 participate in shared √ √ √ √ √ √ √ √

listening, reading and
viewing experiences, using
oral, print and other media
texts from a variety of
cultural transitions and
genres, such as poems,
storytelling by elders, pattern
books, audiotapes, stories
and cartoons
20
LA 2.2.4 identify how words √ √

can imitate sounds and create
special effects
LA 2.4.3 write, represent and √ √ √ √ √ √

tell brief narratives about
own ideas and experiences
LA 4.1.4 print letters legibly √ √ √ √ √

from left to right, using lines
on a page as a guide
LA 4.1.2 experiment with √ √ √ √ √

letters, sounds, words and
word patterns to learn new
words
LA 4.3.5 be attentive and √ √ √ √ √ √ √ √

show interest during listening
or viewing activities
LA 5.1.2 talk about other √ √ √ √ √ √

times, places and people after
exploring oral, print and
other media texts from
various communities
LA 5.2.1 work in √ √ √ √ √ √ √ √
partnerships and groups
LA 5.2.2 help others and ask √ √ √ √ √ √ √ √

others for help
LA 5.2.4 take turns sharing √ √ √ √ √ √ √ √

ideas and information
Health W-1.2 √ √ √ √ √
demonstrate positive hygiene
and health care habits: e.g.,
habits to reduce germ
transmission, habits for
dental hygiene
Health R-1.1 √ √ √ √ √
Recognize and demonstrate
various ways to express
feelings: e.g. verbal and
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nonverbal
Health R-1.2 √
Identify physiological
responses to feelings: e.g.,
being sad can make you tired
Health R-1.3 √ √ √
Identity positive and negative
feelings associated with
stress/change
Health R-1.4 √
Compare and contrast
positive and negative
nonverbal communication
and associated feelings; e.g.,
positive and negative touches
Health L-1.4 √ √ √ √ √ √
Define a goal, and recognize
that setting goals helps
accomplish tasks
Health L-1.5 √ √ √ √ √ √ √
Recognize interests, strengths
and skills of self
Differentiation Strategies
1) Students at drastically different levels due to Covid-19

a) Due to Covid-19 affecting students in-school attendance for their Kindergarten
year, students may be at drastically different levels. The first month of school will
be dedicated to assessing students’ needs and developing plans and strategies to
support all students. Working with the other Grade 1 class (if we are able to) in
daily literacy centre work will give both myself, Mrs.Coutts, Mrs.Mansell and the
students the opportunity to participate in guided reading and small group specific
literacy instruction daily. Providing extra time throughout this unit is another way
I will support all students. Students who are struggling will have the opportunity
22
to work in smaller groups of peers with help from a teacher to complete their My
World: I am unique me in a bag project. Students who are at grade level will be
placed in centres that will challenge them to ensure they are not bored. By having
daily literacy centre activities, I will ensure that all students are receiving one-on-
one support and attention. If students are not able to work in groups they will be
placed in centres around the classroom, ensuring they are socially distanced, and
we will walk around in masks to assist them throughout their centres.
2) Students who struggle to sit in a formal classroom setting after being out of school
for many months
a) Students who may struggle to sit through the different activities will be given
extra time during centre time to complete their different projects. Ensuring
students are learning through hands-on activities and play will be important to try
and keep them engaged. Formal instruction time will be lower and students will
be given more breaks. While the weather is nice we will try to do as much school
outside as possible, which will help students socially distance and stay checked in.
3) ELL students
a) ELL students may be at varying levels with their English language skills. Students
will be encouraged to begin writing in their native language first and use English
as well. Through small group work, myself or EA’s will be able to help and
encourage these students to begin translating their texts into English. This may
take form in labeling pictures, or using invented spelling. Whichever way these
students choose to practice and share their literacy skills they will be encouraged
and celebrated. ELL students may be placed in desk groups (if we can have desk
groups) with stronger writers and readers. As part of our think, pair, share and
small group literacy activities students will work closely with their desk groups,
which will help them form relationships with each other and possibly begin
feeling comfortable helping one another while reading and writing.
LESSON PLAN
First day of school!
Grade: 1 Lesson Title : First day of school activities Duration : 30 minute intervals throughout the
day— Depending on the students’ attention spans
Overview of lesson
This lesson will address multiple get to know you activities and introduce students to their classroom. This lesson is
tentative, as some of these activities may be taken out or moved to later in the week. This lesson will serve as a guide to
introduce students to their classroom, their teachers and their peers. We will begin by introducing students to their
classroom and where they can find their personal items and their class schedule. We will then introduce calendar time as a
way to introduce our daily class routines to students. If students need a break after we will do a brain break then read a
book, then create name tags for our desks.
Learning Objectives Teaching Strategies
“I can”…
23
Language Arts ● Listening skills of listening to a book being read

● 1.1.1 share personal experiences that are clearly related to oral, ● Encouraging oral sharing between teachers and
print and other media texts
students and students and students
● 1.1.2 talk with others about something recently learned
● 1.2.1 listen and respond appropriately to experiences and feelings ● How to hold a pencil and use markers to draw a
shared by others picture and write names
● 4.1.4 print letters legibly from left to right, using lines on a page ● Teaching classroom routines and expectations
as a guide
● 4.3.5 be attentive and show interest during listening or viewing
activities
● 5.2.1 work in partnerships and groups
● 5.2.4 take turns sharing ideas and information
Health
● W-1.2 demonstrate positive hygiene and health care habits: e.g.,

habits to reduce germ transmission, habits for dental hygiene
Learning Resources / Material & Equipment

● The Day you Begin or Our Class is a Family
● Markers and pencils— Students may need individual markers and pencils due to Covid
● Folded paper
Assessment (formative/summative)
Formative- Observation of students while they are in class will serve as the formative assessment for this lesson.
Watching students write their name and colour their name tag will help assess students’ writing and letter formation
abilities. Students will also share things about themselves to their classmates, which will help us assess which students are
more outgoing and which students are more reserved.
Lesson Procedures
Introduction (20 min.):
● After students have entered the classroom we will show them around their classroom
○ We will show them where their individual bins are, their desks, their school supplies, their lockers etc.
○ We will show students where they can keep their masks so if they want to go closer to their classmates they
can easily access their mask
○ We will go over some classroom rules about social distancing and have a small talk about covid
■ We will be making a classroom promise in a later lesson so we won’t introduce too many rules right
now
● We will go over our schedule for the day and show students where they can look if they need to know what is
coming up next for the day
Body (30min.): main activities with differentiation

Activity:
● Have a check-in with students about how they are feeling back in school
○ Encourage students to introduce themselves to their classmates
● Students will sit in their desks (as they cannot sit on the carpet this year) and they will watch on the Smartboard as
we read the book through the Smartboard camera
○ Students who want to sit closer can put a mask on and sit closer to see
24
● We will read The Day you Begin or Our Class is a Family

○ Ask students to share what they did over the summer and what they are excited for this year
■ If students are feeling very talkative continue encouraging class sharing
■ After students have finished sharing and we have finished reading the book we will play a get to
know you game outside
● The game we play will be determined, as we do not know if we have access to gym
equipment
● Come back inside and ask students how they are doing
○ Do continual check-ins throughout their day as students may be feeling overwhelmed being at school all day
away from their parents
○ When students are ready, show them the visual schedule on the board and have students get prepared for
calendar time
■ Tell students that we will be doing calendar time every morning as our morning routine
● We will begin calendar time
○ As students cannot sit at the carpet this year we will be doing calendar time on the SmartBoard
○ There will be no student of the day today, and possibly no VIP of the week as this is the week to get used to
our classroom routines
○ We will begin calendar time and I will model what we do for calendar time
■ Say the day of the week, month, day and year it is
■ Say the months of the year in order— pointing to them as we say them so students can begin to
recognize how the word
■ Say the days of the week in order then finish saying what weekday it is today
■ Count the numbers in the month then finish with what number day it is today
■ Say the year
■ We will say the 4 seasons and determine what season it is
● How do we know?
○ Because of the weather outside— it is sunny, there is no snow on the ground
● Have the students all look out the window to determine what the weather is like and then add
it to our calendar
● Do a brain break so the students are able to prepare for our next activity
○ Students will have a sticker on the floor beside their desks that will indicate where they can stand for brain
breaks
○ Students who want to stand closer can wear a mask
● Check in with students about how they are feeling and how their day is going
● Tell students that we are going to make name-tags to keep on our desk so we can remember each others names
○ Start with me to model different ways to present this information
■ My name is Ms.Lawless and I drew my name tag with these colours because these are my favourite
colours
■ I drew this dog because I have a dog at home and I love him
■ I drew a book because I love to read!
○ Encourage students to use their favourite colours so we can know things about them through their nametags
○ We will keep our nametags on our desk for a few days until we all know each other's names, then we will
put our name tags over our self-portraits when they finish them in a later lesson
○ While students are working on their nametags I will add their names to our word wall
■ This will serve as a way to introduce students to the word wall
● Tell students the word wall will grow throughout the year and this is a big list of words that
25
they will know and be able to spell without help before the end of Grade 1
○ Our friends’ names are words we should be able to spell
○ Remind students that our names are part of who we are which is why we are spending time to learn them
because we care about people’s names, pronouncing them correctly and spelling them right
Closure/ Reflection (5-10 min.)
● As students begin to finish their name tags they will be given the opportunity to play games throughout the
classroom— if they can (tbd)
● Have students come present/show their name tags to the class
● Ask students if they notice any similarities between how people drew their name tags
● Students will display their name tag on their desk
○ Students can do a gallery walk to see how their peers’ made their name tags
Possible Pitfalls and Preventions
● Varying abilities of writing

o Students who struggle to write their name will be given a whiteboard and marker. Myself or Mrs.Coutts can
help them sound the letters of their name out and then we will write their name on the whiteboard. The
student may choose to practice it on the whiteboard first then create their name tag
o Students can add extra drawings to represent them on their name tag
LESSON PLAN
Friend FILE
Grade: 1 Lesson Title : Friend FILE Duration : 30-45 minutes
Overview of lesson
This lesson will be a way for students to get to know their peers and begin forming relationships with their classmates.
Friend file is something we will use throughout the year, so it is important to introduce it well, so when it is brought up
the students are able to understand what it means
Students will work in small groups (if they are allowed) or we will do this as a class and provide brain breaks in the
middle to keep students checked in to myself and their peers
“I can”…
Language Arts ● Listening, speaking and viewing
● 1.1.1 share personal experiences that are clearly related to ● Encourage, teach and model active listening
oral, print and other media texts
● Encourage relationship building through sharing
● 1.1.3 experiment with different ways of exploring and personal things about one another
developing stories, ideas and experiences
● 1.2.1 listen and respond appropriately to experiences and
feelings shared by others
26
● 2.2.4 identify how words can imitate sounds and create

special effects
● 4.1.4 print letters legibly from left to right, using lines on a
page as a guide
● 4.3.5 be attentive and show interest during listening or
viewing activities
● 4.3.1 present ideas and information to a familiar audience,
and respond to questions
● 5.2.2 help others and ask others for help
Social
● K.1.1 Value unique characteristics, interests, gifts and talents
● K.1.2 appreciate the unique characteristics, interests, gifts
and talents of others:
○ Appreciate feelings, ideas, stories and experiences
shared by others
○ Value oral traditions of others
● K.1.3 examine what makes them unique individuals by
exploring and reflecting upon the following questions for
inquiry: What are my gifts, interests, talents and
characteristics

● Whiteboard
● Markers
Formative- Students will be formally assessed on their listening skills, as well as the way they work in partnerships or
small groups (if they are allowed). Students' vocabulary will also be formally assessed, as introducing the words in FILE
will help me determine which words students know and which they do not. This will also help me get to know the
students better, in order to create and build relationships with them.
Lesson Procedures
● Tell students we will be playing a sharing game to get to know our friends
● Introduce friend file
○ Tell students that we will be using the term friend file throughout the year
○ Our friend file is something that we keep in our mind about our friends and every time we learn something
new about our friends we can add something else to our friend file
Activity:
● Write friend file on the board
● Write FILE vertically down the board so as we define the 4 letters in file we can write what each letter means
27
● Ask students if they know what sounds letter F makes and if we know what we think F could stand for
○ F stands for friends and family
■ I have a mum and dad at home and I live with my sister in Calgary. I have lots of friends I see
during the weekend
○ I stands for interests
■ Interests means hobbies, things we like to do, things we like to learn about
■ I love to read and walk my dog
○ L stands for likes and dislikes
■ I really like hot summer weather but I do not like winter and the cold
○ E stands for experiences
■ Experiences is a big word. It means things we have done in our life that are cool
■ I have been to Europe which is on the other side of the world! That was a cool experience and
something I like to share
● Have students think about things they would like to share for their friend files
○ Students will not share one thing for each letter, but will just choose one letter and one thing to share
■ If we have more time we can share more!
■ We can continually add to our friend file
○ Have students work in small groups (if they can) and share their friend files in small groups so students
have more opportunity to share
○ If students cannot work in small groups we will ask who wants to share
■ Students who want to share will share their friend file in front of the class
■ If lots of students want to share we can have a brain break in between so students are able to check
in to their peers
■ Have students continue sharing until everyone is done
● Check-in with students and see how they are feeling to determine if we want to do more friend file or not
● Ask students why we did friend file and how it will help us get to know our classmates
● Tell students that we will continue using friend file throughout the year as we get to know our friends more
● Who else can we use friend file with?
○ Our friends outside the classroom
○ Our family

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LESSON PLAN
Self-portraits
Grade: 1 Lesson Title : Self-portrait Duration : 1 hour with extra time to finish it plus brain breaks
Overview of lesson
This lesson will be a way for students to visually represent themselves through creating a self portrait. Students will use
their self-portraits and name tags (from the previous lesson) as a way to introduce themselves to other students in the
school by posting it on the bulletin board outside our classroom. Since students cannot interact with the other grades,
students will be able to represent themselves through self-portraits outside the classroom. As the year goes on these self-
portraits will be replaced by other work. Students will also be encouraged to create a FlipGrid introducing themselves
with their portrait (if time permitting).
“I can”…
Language Arts ● Teach expectations about how we should be using
our markers, pencil crayons etc.
● 1.1.2 talk with others about something recently learned ● How to add detail into our pictures
feelings shared by others o Adding a background, adding things from our
● 5.2.1 work in partnerships and groups friend file to represent who we are
● 5.2.2 help others and ask others for help ● Teach how pictures can be a way to tell a story about
● 5.2.4 take turns sharing ideas and information something or someone
● Have students recognize that we are all unique and
Science we can show that through a visual representation of
ourselves
● A2-Compare and contrast colours, using terms such as lighter
than, darker than, more blue, brighter than. ● Accept and celebrate differences through noticing
differences between us
Social
● K.1.1 Value unique characteristics, interests, gifts and talents
● K.1.2 appreciate the unique characteristics, interests, gifts
and talents of others:
○ Appreciate feelings, ideas, stories and experiences
shared by others
○ Value oral traditions of others
● K.1.3 examine what makes them unique individuals by
exploring and reflecting upon the following questions for
inquiry: What are my gifts, interests, talents and
29
characteristics
Art
Component 3
a) Art takes different forms depending on the materials and techniques
used
c) An artwork tells something about its subject matter and the artist
who
made it
f) All aspects of an artwork contribute to the story it tells

● Large portrait paper
● Coloured pencils, crayons, markers— All individual for students
Formative- Students will be formally assessed on their self-portrait and the process of creating their self-portrait.
Students will not be summatively assessed on this. Students will be encouraged to label aspects of themselves on their
self-portrait, which will be a way to formally assess writing, spelling and letter formation.
Lesson Procedures
● Tell students that due to covid we cannot interact with other students within the school. We still want the students
to feel as though they are part of the entire school community. One way we can introduce ourselves is to draw a
picture to represent ourselves. We will post our self-portraits and name-tags outside on the bulletin board so other
students and teachers can walk by and see who we have in our class!
● We will be using markers, pencil crayons and crayons— whichever the students prefer and whichever the students
have
● In the same way we made our nametags we will make our self-portraits
○ Let’s add as many details as we can
○ Let’s label things if we can that we like about ourselves or that we like to do
○ Let’s use as many colours as we can
■ We can change the darkness and lightness of colours by pressing lighter or darker into the paper
● While we are working on our self-portraits we can listen to music
○ Students who are working hard will be asked to come up and choose a song on YouTube

Activity:
30
● Students will be handed out a piece of paper to draw their self-portrait on

● While students are working they can put music on to listen to
● Students can move around the classroom to work if they would prefer to work on the floor, however, they must
maintain distance from each other unless they are in masks
● Halfway through we will do a brain break to get the kids back and checked in
● While students are working we will walk around and talk to students about what they are adding into their self-
portrait
Students who finish early

● Can make a second drawing of their family
● Can make a FlipGrid introducing themselves and sharing their self-portrait
● Can read a book
● Students will display their work around the classroom. Students can do a gallery walk admiring the work of their
peers.
○ Ensuring social distancing protocols
● Students will have the opportunity to share and present their self-portrait to their peers
● Students will have the opportunity to provide positive comments and feedback on their peers’ work
31
LESSON PLAN
Personal Space Bubbles
Grade: 1 Lesson Title : Personal space bubbles Duration : 1 hour
Overview of lesson
This lesson will be a way to teach students about personal space bubbles. This lesson will help students visually and
physically recognize what their personal space bubbles look like, and how they can change depending on who we are
with. This lesson will talk about Covid and why it is important to give personal space to everyone around us. We will talk
about how our personal space bubbles used to be bigger around our classmates, but now they have to be smaller. We will
talk about the importance of wearing a mask as well. We will also talk about strangers and how our personal space
bubbles are even bigger around people we don’t know. If people come into our personal space bubble and we feel unsafe
we have to say something. That is why it’s important to recognize how big our personal space bubbles are.
“I can”…
● Think, pair, share
Language Arts ● Reflection and sharing with the class
● Practice learned skills through speaking and
● 1.1.1 share personal experiences that are clearly related to
oral, print and other media texts physically practicing
● 1.1.2 talk with others about something recently learned ● Practice and learn how to use words to express needs
● 1.1.3 experiment with different ways of exploring and
Gym
● A1–1 perform locomotor skills through a variety of

activities.
● A1–3 perform non locomotor skills through a variety of
activities.
● A1-8 perform simple movements by using elements of effort
and space to respond to a variety of stimuli. E.g. music
● C1–5 display a willingness to play cooperatively with others
in large and small groups.
● D1–3 show a willingness to listen to directions and simple
explanations
● D1–5 move safely and sensitively through all environments;
e.g., space awareness activities

32
● Hula hoops
Formative- Through observing students answering questions about physical distancing and personal bubbles I will assess
if they are ready to begin practicing personal bubbles using hula hoops. I will formally assess students’ listening skills
while playing red light green light and providing students with different scenarios.
Lesson Procedures
● Ask students if they know what a personal bubble is

○ How do we know what our personal bubbles are?
○ How do we feel when someone gets too close to us and is in our personal bubble?
■ I feel anxious and upset when people get too close to me without asking
● Why are personal bubbles so important now?
○ Because of covid
○ One of the best ways to prevent spreading covid is to give people space
■ Especially people we do not know or are in public
● How do we know what our personal bubble is?
○ Have students stand up and show me with their arms how big their personal bubble is
● Can our personal bubble change?
○ Our personal bubble with mom and dad might be smaller because we know them and it is safe and okay to
hug and kiss them
○ How big would our personal bubble be with a stranger?
○ How big would our personal bubble be with another teacher we know is a safe adult but is not our teacher?
■ It would be a bigger bubble than normal because of covid but we know that they can also be closer
to us and be safe
● What are ways we can be closer to our friends and be in each other’s bubbles while we are at school?
○ If we wear a mask we can be closer to our friends
Activity:
● Tell students that we are going to practice giving personal space by using hula hoops
● Each student will have a hula hoop around their waist and they will use that to walk around the classroom. No
other students hula hoops can touch so we have to make sure we are aware of our personal bubble AND our
friends’ personal bubbles
● Have students practice walking around the classroom for a few minutes
● Tell students for gym we will go outside and play red light green light
○ Have students choose a partner
○ Get students to stand on opposite sides in the field but close enough that they can hear each other
○ Students on one side will walk closer (with their hula hoops around them still) to their partner who also has
the hula hoop around them
○ As their partner comes closer they will say ‘green light’ which will indicate to their partner to keep
walking
33
○ As the partner continues walking closer they will keep saying ‘green light’ until they are in the personal
space bubble and then they will say ‘red light’
○ Once students hula hoops are touching they will say red light! And the partner who walked toward them
will run back to the other side
● We will continue playing a few rounds alternating who walks and who stands and give the students different
scenarios
○ Show me your personal space bubble with a stranger
○ Show me your personal space bubble with a student from a different grade
● We will continue playing a few rounds then do a brief closure asking what the students learned about personal
space bubbles
Closure/ Reflection (5 min.)
● Ask students what they learned about personal space bubbles and why they are important
● Give students the remainder of their gym class to play on the playground
LESSON PLAN
Class Promise
Grade: 1 Lesson Title : Class Promise Duration : 30-40 minutes
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Overview of lesson
This lesson will give the students the opportunity to be involved in the creation of our classroom promise, which will
review and create rules that we will all use while in our classroom for the year. This lesson will also serve as a small
introduction into kindness, one of our Blackfoot values for the month. If time permitting, we will also introduce the
Kindness sheet we will be using to track our acts of kindness. As stated prior in other lessons, these lessons are tentative
and may be pushed into the next week if we run out of time. Furthermore, these lessons may be separated into smaller
mini-lessons and moved to different points throughout the day to ensure students are not sitting and listening to me talk for
too long.
“I can”…
Language Arts ● Participate in shared listening and speaking
● Sharing of ideas
● 2.4.3 write, represent and tell brief narratives about own ideas
and experiences
● 4.3.1 present ideas and information to a familiar audience, and
respond to questions
● Whiteboard and markers
● Large paper and markers
● How do Dinosaurs Stay Friends
Formative- Students will be formally assessed throughout this lesson. This lesson is based off of giving students autonomy
to create a classroom environment with rules and routines that they approve of and helped create.
Lesson Procedures
● Tell students that it is their class too and it is important that they have a say in the way our classroom is run. It is
important we create rules that are respectful and kind to our classmates.
● Have students do a think, pair, share and come up with different ideas that they want added to our class promise
Activity:
● Have students come up with ideas they would like to add to our classroom promise
● Remind students that things are a bit different this year and one way we used to show kindness is to share and play
with our friends. However, due to covid we cannot share this year and cannot play with our friends in the same way
35
we used to. It is important to take this into consideration

● Write down students’ ideas on the whiteboard
● When students are done providing ideas have students vote for all the rules
○ When all students agree I will write them onto a piece of paper
● This could also be used as an opportunity to casually introduce primary colours and note that I am only writing the
classroom rules using primary colours
● After our classroom promise is done we will also have a conversation about which attention grabbers we would like
to use for the year
○ 1,2,3 eyes on me; 1, 2 eyes on you
○ Tell students that their input is valued and we want the students to be actively involved in their learning
process
● Do a brain break
● Read How do Dinosaurs Stay Friends
○ While reading, note how much the book rhymes and how rhyming helps us spell and sound out words
● Do a small intro to kindness
○ How did the dinosaurs in the book show kindness? They were nice to each other etc.
■ The dinosaurs were nice to each other the same way we should be nice to each other
● Show students the “I Can Show Kindness!” sheet (have it on the smartboard)
○ Tell students that we are going to try and complete all of these kindness acts as a class! Each time we do one
of them, tell myself or Mrs.Coutts and we will put a sticker on it
○ Once we have completed the whole sheet we will have a class kindness party
○ Give each student a sheet they can colour in once they complete a kindness task (kids can take him home
and do it at home or do it at school on their own)
● Have students finish their self-portraits and have students come up one by one to sign the class promise
● Once all students have signed we will tape it onto the wall so we can see it everyday
● Hand out the kindness charts and show the students where the kindness chart will be for our class
● Students do not take it seriously and do not give appropriate ideas

o Remind students that this is their chance to be part of our classroom and it is important to be respectful and
kind
36
LESSON PLAN
DNA
Grade: 1 Lesson Title : DNA Duration : 1hr plus 30 minute intervals
Overview of lesson
This lesson will serve as a way to introduce growth mindset and goal development to students. We can also use this
lesson as a way to formally assess students’ literacy and numeracy abilities, as they will be encouraged to reflect on and
create goals related to school.
“I can”…
● Use oral and written language to develop and share
Language Arts goals with self and others
● Use the assistance of a word wall, alphabet strip and
oral, print and other media texts help from teachers to create goals
● 1.1.2 talk with others about something recently learned ● Present goals through FlipGrid
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● 1.1.3 experiment with different ways of exploring and ● Reflect on things we are good at, things that we need
developing stories, ideas and experiences help with
● 2.1.4 associate sounds with letter and some letter clusters
● 2.1.5 use a displayed alphabet as an aid when writing
2.1.6 use personal word books, print texts and environmental
print to assist with writing
● 2.1.7 talk about print or other media texts previously read or
viewed
● 2.2.1 participate in shared listening, reading and viewing
experiences, using oral, print and other media texts from a
variety of cultural transitions and genres, such as poems,
storytelling by elders, pattern books, audiotapes, stories and
cartoons
● 2.4.3 write, represent and tell brief narratives about own
ideas and experiences
● 4.1.4 print letters legibly from left to right, using lines on a
page as a guide
Health
● L-1.4-Define a goal, and recognize that setting goals helps
accomplish tasks
● L-1.5-Recognize interests, strengths and skills of self

● BubbleGum Brain
● DNA worksheet
● Phone/iPad for FlipGrid
Formative- This will be a formative assessment, however, could be used later in the year as a summative assessment to
compare students’ writing and the progression of it throughout the year. Students will use oral, written and listening skills
to learn about growth mindset and develop educational and personal goals for the year. Depending on the previous
formative assessment given in the past few lessons this lesson may be taught prior to self-portraits, which will give me
time to conference one-on-one with the students to help them develop and write their goals.
Lesson Procedures
● Read BubbleGum Brain

○ Ask the students if they can guess what they think the book will be about based on the title and front cover
Activity:
38
● Ask students if they have heard about growth mindset or making and creating goals before
● Write DNA on the board vertically
○ Prior to writing what each letter stands for ask students to say the letter and what sound it makes
○ Have students guess what they think the D stands for
■ This will encourage students to think of words that start with letter d
○ D stands for dreams
■ Things I am good at and like doing
■ Things I want to continue doing as I get older
○ N stands for needs
■ What I need to work on
● Letter formation, writing, reading, breaks while doing assignments
○ A stands for abilities
■ Things I am good at
● Have students fill out the DNA worksheet (they will most likely draw and use invented spelling to fill out their
DNA sheets)
● As students are finishing they will conference with myself and/or Mrs.Coutts and we will use our adult writing to
scribe their DNA sheets.
● As students are creating their DNA sheets they will be encouraged to share theirs to the class. This will help
students work on their oral skills as well as helping the students recognize their strengths. This will also provide
opportunities for students to help each other when they are struggling with concepts throughout the year
Optional
● Prior to having students begin working on their DNA sheets, introduce the sight words for the week and the way
we will introduce sight words throughout the year
● Part of our sight word routine will be writing the letters in different colours, using stamps to write the words,
making the words out of letter tiles etc.
○ Have students begin working on this at their tables then individually pull students to work one-on-one on
their goals
● Have students continue working on their DNA worksheet

○ Depending on the students and the day this may take more time than one lesson as there may need to be
one-on-one conferences to get their goals down
● Once students have completed their DNA goals take a photo with them holding it and give them the option to
create a FlipGrid

39

o Teach multiple mini-lessons to give students options to work on to ensure I am able to do small group or
one-on-one conferences and help students develop goals and write them down
o Students have the option to write or draw the pattern they will be creating or have created. Instead of
writing anything down, they can draw the pattern.
● Not enough time
o Pull students while they are working on their self-portrait to provide one-on-one help
LESSON PLAN
Zones of Regulation
Grade: 1 Lesson Title : Zones of regulation Duration : 1hr plus 30 minute intervals
Overview of lesson
This lesson will serve as a way to introduce colour zones of regulation, while also introducing students to primary
colours, plus green. This will be a way for the students to learn to recognize their emotions and express how they are
feeling through colours.
“I can”…
● Listen and reflect on literature being read and how it
40
matches our lives and emotions

Language Arts ● Think, pair, share
● Class discussions
● 1.1.3 experiment with different ways of exploring and ● Creation out of playdough to represent words and
developing stories, ideas and experiences letters
● 2.2.1 participate in shared listening, reading and viewing
cartoons
Health
● R-1.1 Recognize and demonstrate various ways to express
feelings: e.g. verbal and nonverbal
● R-1.2-Identify physiological responses to feelings: e.g., being
sad can make you tired
● R-1.3-Identity positive and negative feelings associated with
stress/change
● R-1.4-Compare and contrast positive and negative nonverbal
communication and associated feelings; e.g., positive and
negative touches
● L-1.5-Recognize interests, strengths and skills of self
Science
● A3-Order a group of coloured objects, based on a given
colour criterion.

● The Colour Monster: A Story About Emotions
Formative-
● Observation
● Listening to students speak
● Viewing what students create out of play-dough
Lesson Procedures
● Read The Colour Monster: A Story About Emotions

○ Ask students if they have ever used colours to express how they are feeling before
41
○ Tell students that’s what this book is about so they should pay attention to the way emotions are discussed
Activity:
● Ask students what they learned from the book about emotions
○ To express emotions they used colours
○ Green=happy, calm
○ Blue=sad, overwhelmed
○ Yellow= frustrated, hyper, nervous, hungry, getting to red or blue zone
○ Red= angry, upset
● Ask students if they have ever felt emotions in these colour zones
● Talk about zones of regulation and the colours of our emotions
● Which emotions have we been feeling today? Maybe yellow because we are back in school, blue because we miss
our family
● Talk about ways we can get back to green (take deep breaths, ask for help, talk to an adult, take a walk)
● One way we can show kindness to others is to ensure that we regulate our emotions when we feel red, yellow or
blue.
● Ask students to share a time they felt red, yellow or blue and how they fixed it
● Throughout the day continue to model using the colours to express emotions
○ It made me feel really green when you said that kind thing to me
○ You’re in my personal bubble a bit and I’m feeling yellow
● Provide a brain break to students
● Have students go to their desks and get out their individual play-dough
○ Write the words blue, green, yellow and red on the board
○ Have the students use their play-dough to write the emotion they are feeling today
■ Give students 10 minutes to write their word and go around and speak to students as they are
writing their word
■ Ask students who are not feeling green how I can help them get back to green
● Ask students what they have learned about expressing our emotions through colours
● Ask students what some calming tools they have are to get back to green
● Tell students we will be creating a calming tool kit next week so they should begin thinking of calming tools
42
LESSON PLAN
I am unique: Beaded bracelet and face mask clip
Grade: 1 Lesson Title : I am unique bracelet and face mask clip Duration : 1 hour
Overview of lesson
This lesson will take place daily during the first month of September. We will focus and learn about one number each day.
We will start this early in September, as students will be getting used to counting daily through our daily calendar time
“I can”…
● Brainstorming
Literacy ● Think, pair, share
● Build to represent a story
oral, print and other media texts ● Tell a story to peers
● 1.1.3 experiment with different ways of exploring and ● Listen to peers
43

● LA 2.2.1 participate in shared listening, reading and viewing
cartoons
● 2.4.3 write, represent and tell brief narratives about own ideas
and experiences
● 4.3.5 be attentive and show interest during listening or
viewing activities

● Beads— Enough for each student to have a bowl for themselves
● Bowl to put beads in
● String
● Clip to attach beads to face mask and shirt
Formative- Students will be formally assessed through their bracelet and face mask holder.
Lesson Procedures
● Tell students we will be making beaded bracelets and mask holders

● We will be brainstorming ways that we can use these bracelets and the colours on the bracelets to represent unique
parts about us
Body (1 hour.): main activities with differentiation
Activity:
● Students will create a bracelet, necklace, and/or mask holder that represents who they are. Students will have beads
and many types of string available for them to choose from
● Students will also have access to clips that they can clip their beaded creation to, in order to clip their mask to their
shirt when they are not wearing their mask
○ This will help normalize the use of wearing a mask in class and encourage students to have their mask on
them.
○ Each bead the students add to their bracelet will represent something in their life.
■ Certain colours will represent members of a students family; for each brother they have, they will
add an extra yellow bead.
■ Other beads may represent hobbies or interests.
○ Prior to creating the beads we will have a desk think, pair, share then class discussion about what other
44
coloured beads could represent.

○ Once students make their bracelets they will go around the classroom and look at the bracelets their peers
made. This will allow students to see what they have in common with their peers.
○ To ensure no student feels upset, embarrassed or left out we will have a discussion about why we should
celebrate these differences and how it is exciting that we are not all the same.
○ After we have created and shared our bracelets the students will write down and draw the number of beads
they added, the colour of the beads and what those beads mean.
■ We may also graph some of the data as a class to begin learning about graphing information— This
information may only focus on hobbies, to ensure no student feels upset if they come from a one-
parent household, foster care etc.-- This will be determined once we know the students. We may do
this project twice so students can create a bracelet and a mask holder so each student can have both.
*Brain breaks will be provided for students throughout this lesson as it is a lot of fine motor skill work and students may
not be able to sit for too long to complete the project*

○ Encourage students to look at each other’s beads and recognize what they have in common and what they
do not
○ We should celebrate our differences because we are all unique
LESSON PLAN
Number of the day
Grade: 1 Lesson Title : Number of the day Duration : 30 mins
Overview of lesson
“I can”…
Numbers: ● Brainstorming
● Say the number sequence 0 to 100 by: ● Writing numbers
• 1s forward between any two given numbers• 1s backward
from 20 to 0 ● Speaking and saying numbers
• 2s forward from 0 to 20 ● Counting out loud
• 5s and 10s forward from 0 to 100. ● Counting using fingers
[C, CN, ME, V] ● Counting using number line
● Subitize (recognize at a glance) and name familiar ● Counting using math manipulatives
arrangements of 1 to 10 objects or dots. [C, CN, ME, V]
● Demonstrate an understanding of counting by:
• indicating that the last number said identifies “how many”•
showing that any set has only one count
• using counting-on
• using parts or equal groups to count sets.
[C, CN, ME, R, V]
45
● Represent and describe numbers to 20, concretely, pictorially

and symbolically. [C, CN, V]

● Math manipulatives
● Paper
● Pencil
● Markers and whiteboard
● Smartboard
Formative- Students will be formally assessed through their work in daily numbers lessons. This may form as a summative
assessment later, as we can assess how far students have come with their numeracy.
Lesson Procedures
● After calendar time tell students that each day we will be focusing on a new letter each day and a new number
● Today we are focusing on number 1
Activity:
● Put the number 1 on the Smartboard
● Have students say the number out loud
● Show on the smartboard different ways we can represent the number 1
○ Have students write it on their mini white boards
○ They can draw one dot, write the number one
● Ask students where they have seen the number one before
● Enter into math numeracy centres and have students practice writing number one and see how high they can count
without help
● Show students how to form the letter one and ensure they are writing the number 1 correctly
● This will continue each day but with different numbers
○ As we get up to higher numbers, students expectations will be higher as well
○ They will not only write the number, but also write the sequence of numbers that come before it and after it
○ Remind students that we will be doing daily numbers, daily letters and daily literacy and numeracy work

o Students have the option to write or draw the pattern they will be creating or have created. Instead of writing
anything down, they can draw the pattern.
● Students with cerebral palsy or other disabilities that would cause them to struggle with fine motor skills
o Work with the student or have an EA work with the student to have them use a NOVA or their own voice to
46
choose what pattern they would like to do and what pattern that is
o If the student would like someone to make the perler bead for them we will do that
o The student can use math manipulatives to create patterns
● Students who get angry or frustrated creating perler beads
o Tell students they do not have to fill out the entire perler bead
▪ The inside tends to be the hardest part
o They can only do the outside of the perler bead base shape, which will allow it to stick together once it is
ironed, but give students a break of doing very difficult fine motor work
▪ Encourage students to do their best and provide help, but it is important not to force students and
have them dislike math or art because of one lesson
LESSON PLAN
Make your summer out of play-dough
Grade: 1 Lesson Title : Make your summer out of play-dough Duration : 30 mins
Overview of lesson
47
“I can”…
● Brainstorming
Literacy ● Think, pair, share
● Build to represent a story
oral, print and other media texts ● Tell a story to peers
● 1.1.2 talk with others about something recently learned ● Listen to peers
● 1.1.3 experiment with different ways of exploring and
1.2.1 listen and respond appropriately to experiences and
Science
● C-3 Compare two objects that have been

constructed for the same purpose, identify parts in one object
that correspond to parts in another, and identify similarities
and differences between these parts.

● Play-dough
● Pencil
● LA Workbook
Formative- Students will be formally assessed through their play-dough creation.
Lesson Procedures
● Students will each have their own play-dough

● I will ask students to build or create something that represents their summer or the favourite part of their summer
Activity:
● Students will have 10 minutes to build their play-dough summer representation
○ If they need more time they will be given more time
● Students will be asked to write and/or draw their play-dough representation in their LA workbook
● After students have completed their play-dough representation and written something about it (or drawn) we will go
around the room and look at each other’s creations
● Ensure students’ name tags are on their desk beside their play-dough creation
● Have students put their masks on and walk around the classroom to view their peers’ playdough structures
● Encourage students to compliment their peers’ creations
○ What did you like about it?
48
○ Why did you like it?

○ What do you think it represents?
● Have students (who want to) share what their play-dough creation represents
○ Encourage all students to share
○ Once all students have shared, ask if anyone else in the class did anything similar during the summer
○ The things we did in summer could be things we can add to our friend file because they are things that we
liked to do

Grade 1 Unit 1 - First Month of School - Blackfoot Values of Respect and Kindness - Intro Into Literacy and Numeracy

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Grade 1 Unit 1 - First Month of School - Blackfoot Values of Respect and Kindness - Intro Into Literacy and Numeracy

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Literacy, Health, Numeracy, Science, Social

Plan to move online (if needed)………………………………………………………………….6

Meeting the TQS ………………………………………………………………………………7-8

Projects and Assessments……………………………………………………..…………….13-17

Assessment Strategies ……………………………………………………....………………18-21

Differentiation Strategies ……………………………………………….………………….22

Lesson Plans ……………………………………………………….………………………22-50

Plan to move online

Meeting the Teaching Quality Standard (TQS)

4. Establishing Inclusive Learning Environments

5. Applying Foundational Knowledge about First Nations, Metis & Inuit

Learner Outcomes Chart

Language Arts Science Health Social

Colour: K.1 I am unique

1.1.1 share personal experiences ● W-1.2- demonstrate K.1.1 Value unique

4.1.5 use appropriate spacing how the actions of others

and rights at home, at school,

Art Music Physical Education

Component 1: Students will notice Melody A: Acquire skills through a variety

Assignments and Projects

Assessment Tool Overview

Assessment Assessm Assessme

work in throughout these centres. Two centres will be dedicated to guided

While introducing our Blackfoot value of kindness, students will be introduced

Students will be introduced to using colour zones of regulation as a way to

Type Formative Formative Formative Formative Formative Formative Formative

LA 1.1.1 share personal √ √ √ √

LA 1.1.2 talk with others √ √ √ √

LA 1.1.3 experiment with √ √ √ √ √ √

LA 1.1.6 choose to read and √ √ √ √ √

LA 1.2.1 listen and respond √ √ √ √ √ √ √

LA 2.1.1 use knowledge of √ √ √ √ √ √

LA 2.1.7 talk about print or √ √ √ √

LA 2.1.2 identify high √ √ √ √

LA 2.1.3 read aloud with √ √ √

LA 2.1.1 segment and blend √ √ √

LA 2.1.3 use analogy to √ √ √

LA 2.1.4 associate sounds √ √ √

LA 2.1.5 preview book √ √ √

LA 2.1.6 use personal word √ √ √ √ √

LA 2.2.1 participate in shared √ √ √ √ √ √ √ √

LA 2.2.4 identify how words √ √

LA 2.4.3 write, represent and √ √ √ √ √ √

LA 4.1.4 print letters legibly √ √ √ √ √

LA 4.1.2 experiment with √ √ √ √ √

LA 4.3.5 be attentive and √ √ √ √ √ √ √ √

LA 5.1.2 talk about other √ √ √ √ √ √

LA 5.2.2 help others and ask √ √ √ √ √ √ √ √

LA 5.2.4 take turns sharing √ √ √ √ √ √ √ √

1) Students at drastically different levels due to Covid-19

Language Arts ● Listening skills of listening to a book being read

● W-1.2 demonstrate positive hygiene and health care habits: e.g.,

Learning Resources / Material & Equipment

Introduction (20 min.):

Body (30min.): main activities with differentiation

● We will read The Day you Begin or Our Class is a Family

● Varying abilities of writing

● 2.2.4 identify how words can imitate sounds and create

Learning Resources / Material & Equipment

Introduction (10 min.):

Closure/ Reflection (5-10 min.)

Possible Pitfalls and Preventions