Unit: Remembrance Day Duration: Oct 20 to Nov 11 Grade 7

Oral: The students

will: Use prior knowledge from beginning of year, gestures and tone of voice to understand what is being said Ask simple questions about personal facts(age, name, parents, hometown) and answer in full sentences

Oral: The students will:

use compound sentences in conversations and dialogues use language appropriately in a variety of rehearsed, routine, and open-ended situations respond to oral texts and connect to personal experience; give an oral presentation of fifteen to twenty sentences in make revisions to oral language in form, content, and organization (e.g., sequence of sentences, agreement of irregular adjectives), using resources and feedback. Reading: The students will: read at least twelve simple texts and identify main ideas and some supporting details; produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written text in a different form (e.g., design a biography card); use various reading strategies to determine meaning, such as verbal cues, structures (e.g., inversion), personal experience, and resources; express personal preferences or reactions to a text. Writing: The students will: write simple and some compound sentences and questions, using familiar and new vocabulary; write in a variety of simple forms (e.g., letters, poems, descriptions), following a model and making substitutions and minor adaptations to the model; revise and edit personal writing, using feedback from the teacher and peers, and using resources including technology; use and spell the vocabulary appropriate for this grade level.

4 articles from Canada Remembers Times in French

Conference Essay Exhibition / Demonstration Interview Learning Log Observation Performance Task Portfolios Questions and Answers (oral) Quizzes Oral quizzes Oral reading In class oral participation Tests (written) Examinations Dialogues Oral listening exercises

Interview of fallen soldier, Summary of article Questions for guest speaker and about article

Assessment Opportunities

1. Oral classroom participation (Term 1) 2. Reading (choral, in small groups, responses, aloud) (Term 1) 3. Writing questions for an interview and responding to a peers interview (Term 1) 4. Short written response to readings

Dog Tag Autobiography

Name:_______________________
Strengths and Next Steps

Overall Mark:

Questions

1. 2. 3.

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and
significance (understanding)

Understanding of content

Is able to understand and answer 3 questions based on the content of their oral presentation mostly in French

Is able to understand and answer 3 questions based on the content of their oral presentation in English

Is able to understand and answer 2 questions based on the content of their oral presentation in English

Is able to understand and answer 1 questions based on the content of their oral presentation in English uses planning skills with limited effectiveness

Thinking The use of critical and creative thinking skills and/or processes Use of planning skills (e.g., uses planning skills uses planning skills uses planning focusing an inquiry, with a high degree of with considerable skills with some formulating questions, effectiveness effectiveness effectiveness gathering information, using prior knowledge of the language) Communication The conveying of meaning through various forms Communication for Oral presentation Oral presentation Oral presentation different audiences and contains a high degree contains considerable contains some purposes in oral, visual, and of appropriate appropriate appropriate written forms vocabulary for vocabulary for vocabulary for classroom audience classroom audience classroom audience Expression and organization Uses 10 to 15 Uses 6-9 different Used 3-6 different of ideas and different words from a words from a words from a information in oral forms provided vocabulary provided vocabulary provided vocabulary (e.g., clear expression; use of appropriate vocabulary) Application The use of knowledge and skills to make connections within and between various contexts Application of knowledge applies knowledge applies knowledge applies knowledge and skills in familiar and skills in familiar and skills in familiar and skills in familiar contexts (e.g., use of a contexts with a high contexts with contexts with some model, language degree of considerable effectiveness knowledge) effectiveness effectiveness

Oral presentation contains limited appropriate vocabulary for classroom audience Uses 1-3 different words from a provided vocabulary

applies knowledge and skills in familiar contexts with limited effectiveness

Date 1

Activity - Introduce autobiography assignment - Model research - Orally ask questions about soldier related to information found on the VirtualMemorial.gc.ca website - Ask what information can be gained from the virtual war memorial - With class write out as many questions as possible in French to be added to website as reference - Qui = Who - Comment = How - Quand = When - Quest-ce que = What - Quel/Quelle = Which - Combien = How Many - Students choose dog tags - Review research method (Surname is last name, dates of death identify which war was fought, include first name and initials) - Model identifying questions and answers from research, finding concrete answers that are present in the text Lap tops are booked for this period Review proper use of internet and technology Students will work to find facts about their soldier Students will work in pairs Should students not follow protocol they will work independently with pen and paper, the laptop will be given to another student Monitor student progress and ensure fair sharing of technology between partners Review questions compiled by class and model method of answering questions Take out the question word-Change ton/ta/tes/toi to mon/ma/mes/moi-Change tu es/tu as to je suis/ jai Plug in facts and numbers Have students begin writing their questions and answers with pen and paper Students will read about Canadian military using reading strategies Find Cognates/Find known words from vocabulary/Decode meaning of other words/Use resources Read the article aloud slowly to the class Model reading on projector using Smart Notebook tools, highlight cognates in the first few lines of the article, have students follow along and begin calling out cognates that they see (watch out for faux amis such as ON). Once all cognates have been highlighted, change colour for the highlighter and highlight known vocabulary, model then share again Once all cognates and known vocabulary have been identified, begin modeling decoding strategies such as guessing, using context of the sentence, reading ahead, skipping. Students will continue reading about Canadian military using reading strategies Review learning goal and success criteria

Materials Computer Internet Projector

3.4.5

Computer Internet Projector Questions posted on website Dog Tag images Computer Internet Projector Questions posted on website Dog Tag images Laptop Cart

6 7 -

Computer Internet Projector Questions posted on website Dog Tag images Computer Internet Projector History Articles from VAC

10 11

From their readings, students will compile a list of questions in French for a member of the Canadian Forces to answer when they visit the class (The officer understands French but will answer in English due to his comfort level) Guest speaker: Students interview the speaker using questions approved by the class and written in French Students will write a thank you letter to the soldier in French listing 3 things they learned about the Canadian Military

Intervention plan and modifications for Chris Thompson:

Oral: The students will:

use compound sentences in conversations and dialogues (with a list of possible sentences) use language appropriately in a variety of rehearsed, routine, and open-ended situations give an oral presentation of fifteen to twenty ten sentences in a one to one setting Reading: The students will: read at least twelve 6 simple texts and identify main ideas and some one supporting details; produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written text in a different form (e.g., design a biography card); Writing: The students will: write simple and some compound sentences and questions, using familiar and new vocabulary; write in a variety of simple forms (e.g., letters, poems, descriptions), following a model and making substitutions and minor adaptations to the model; The program for this student is modified in both complexity and number of expectations. Along with these modifications the student also has adaptations to the program provided to them including but not limited to: - Scribing for writing tasks or use of technology - Extra time - Quiet space - Partnering with a peer - Provide a checklist of tasks for the student - Provide a vocabulary list for this unit of study Rationale: Chris has an IEP and these expectations have been modified by the IPRC team in order to better suit the educational needs of the student. Chris has difficulty staying on task when working independently and is often distracted by other students in the class. A checklist and a quiet space to work in have proven to be effective in helping Chris focus and remain on task, along with gentle redirection. Chris also has trouble writing and processing his thoughts at the same time, he has been trained on assistive technology in order to make written tasks more genuine to his understanding and knowledge. During classes with the laptops, Chris will be able to use the laptop provided to him by the IPRC team, this will allow him to have uninterrupted access to the information needed to complete his research and the ability to transfer his readings into a text to voice program. Chris experiences anxiety when presenting in front of large groups, he will present in front of myself, and his mother or a friend of his choice. During the presentation, Chris will be seated strategically in the back row on the side closest to the door should he feel overwhelmed he will easily be able to indicate to a teacher that he requires the chance to cool off with a walk around the first floor and a drink at the fountain. Assessment and evaluation, the rubric is to be used to evaluate the student only on his expectations from his IEP, quantity and complexity is to be changed accordingly.