What I know

Thinking Log
Date: Jan.9, 2012 Focus: Social Studies Great Lakes/St. Lawrence Lowlands Region Text Gr. 5 The Red Sash Jean E. Pendziwol Unit Inquiry Question: What important geographical features and natural resources from each region would be important for you to be successful in winning the Amazing Race: Canada Edition? (What important geographical features and natural resources from each region would be important for you to include in a travel itinerary for Canada?) Social High Inference Task: Thinking like a producer, design the Amazing Race: Canada Edition that includes all regions of Canada. (Thinking like a travel agent, develop a Canada travel itinerary explaining the important features of the Great Lakes/St. Lawrence Lowlands region).

Connections

Questions

LA High Inference Task: The main character met his goal of becoming a voyageur. Explain how he did this. How can you apply this lesson to your own life and the goals you want to achieve? Outcomes: Language Arts:

Images

Social Studies: General Outcome 5.1 - I can understand and appreciate how the physical geography and natural resources of Canada affect our quality of life. Specific Outcomes: Values and Attitudes

Infer

5.1.1 - Value Canadas physical geography and natural resources I can appreciate the variety and abundance of natural resources I can appreciate the diversity of geographical features I can appreciate the environmental significance of national parks and protected areas I can appreciate how the land sustains communities I can appreciate the diverse ways that people have of living with the land I can demonstrate care and concern for the environment (through my choices and actions) I can appreciate the geographic vastness of Canada

Whats Important

Knowledge and Understanding: 5.1.2 - Examine the physical geography of Canada I can identify the major geographical regions I can identify the major landforms I can identify the major bodies of water I can identify how landforms, bodies of water and natural resources affect the quality of life in Canada I can identify how natural disasters and severe weather have been part of Canadas physical geography I can point our differences and similarities among the geographical regions I can identify how my region is different from other regions in Canada I can identify the factors that determine climate in the diverse regions (latitude, water, mountains) I know how Canadas national parks and protected areas and important to the future of Canadas natural environment 5.1.3 - How do people in Canada interact with the Environment I can determine ways that natural resources and physical geography of a region create the establishment of communities. I know how natural resources are used, exchanged and conserved in Canada.

Big Ideas

Check and Recheck

Susan Close Learning, 2008

 I can discuss whose responsibility it should be to ensure the preservation of national parks and protected areas. General Outcome 5.2 - Histories and Stories of Ways of Life in Canada Values and Attitudes: 5.2.1 - Appreciate the complexity of identity in the Canadian context. I can understand how Canadian history and the stories of its people contributes to their sense of identity I can acknowledge oral traditions, narratives and stories as sources of knowledge about the land and diverse Aboriginal cultures and history Connecting Brain-Talk Today our brain has important work to do. Notice when your brain gets a new idea or makes a connection. Work hard to make a connection, get a new idea and ask those probing questions. This is what helps make your brain grow new neurons and develop new pathways. Goal Setting: Review criteria for powerful reading (or build new criteria). Then have students set a goal What would I like to see in my learning? What is my goal and how will this goal stretch my skills? Which coaching card icons will you use to help you meet your goal? My personal learning goal is ________. I chose this goal because____________. Criteria for A/B Partner Talk. Invite learners to use determine A/B partners based on what you know about tenacity (sticking to your goals/goal setting). This should be a thinking way that no other group in the class will come up with, to decide who will be partner A and who will be B. Make sure to do a rehearsal of the frame before the reporting out to the class. This allows students who are reluctant to experience success. My partner ___ and I decided who would be A and who would be B by ___; therefore I am __ because ___. Be sure to say Thank You to each student as a way to acknowledge the importance of each learner.

Activate what I know from other texts, my experiences the world Hidden Object Red Sash - Draw after they guess before they see the object gallery walk add to drawing Four Quadrants- http://www.nfb.ca/film/voyageurs

1) Non-Fiction text Use a non-fiction video on the voyageurs. Teacher shows it in chunks and
students add to 4-quadrants after each chunk.

2) Word Sort have students sort words into categories and justify their sorts in partners. Glue
onto page for use later with prediction

3) Weaving With Clues Use three clues from the text (wigwam, canoe, red sash). Show students
one clue at a time and have them walk and talk with their partners to discuss what the clue tells them about the story. Have some students report out each time.

4) Partner Picture Talk Use front cover picture to have students predict what is happening in the
Susan Close Learning, 2008

story. Students should compose a prediction with A/B partners as they walk and talk. Have some partners share out.

5) Prediction/Hypothesis - Quick Write Students should write to make a powerful prediction

about what the story will be about. Teacher Note: Students can write their prediction as a story. Afterwards, have them report out using the frame: I think the problem in the story is ______ because. I think the solution in the story is ______ because ______. Processing Information 1. G.A.P. Analysis Select a series of 6-8 words or short phrases in the order they appear in the story. Reveal the first two words, then ask the students to discuss what they are thinking, what the words mean and how they relate to the story. Repeat the process by revealing two words at a time. After all of the words have been revealed, give each learner a copy of the list. Use these words to guide the partner discussions. Brain Byte: I have discovered that children, who know they will have an opportunity to share their learning with another person, spend more time writing down their ideas and less time chatting with their partner. This has been helpful with classroom management. Reading in Chunks

2. Radio Read - Invite the children follow along as the teacher reads. Next invite the learners to
join in and choral read with the teacher. Read the passage at least three times. Make sure to stress reading the passage like you might hear it on the radio.

3. Tool: Insert ?!+Each learner has a copy of the chunk of text.

4. Questions 3 Types of Questions- on the lines, between the line, beyond the lines- use sticky
notes to create the chart of questions. Teacher Note: We have previously done work on types of questions and what makes a question powerful. Review the criteria set for powerful questions. What are you wondering about the story -______________________ Share with your partner. Processing Information for the remaining chunks of the story. For each of the Chunks 2,3, and 4 of text repeat the process that was described for Chunk 1: Partner Picture Talk Radio Read Insert ?!+3 Types of Questions Transformation- The High Inference Task Hot Seat Talk Show Role on the Wall- trace an outline of a person see, think, feel in partners write down ideas that the main character is seeing, thinking, feeling LA High Inference Task: The main character met his goal of becoming a voyageur. Explain how he did this. How can you apply this lesson to your own life and the goals you want to achieve?
Susan Close Learning, 2008

Editing with criteria in mind

- focus on

R Reflecting

New ideasConnectionsQuestions What new ideas, connections or questions do you have about _________________?

I noticed Look back at todays goal. Use partner talk, and imagery to deepen our understanding of the story. What helped your thinking or writing today? Next time I will What will you do differently next time to improve your understanding of the story and to improve your __________________??

Setting a Goal

Susan Close Learning, 2008

Word Sort- The Red Sash

rendezvous feast snares Scottish campfire portage buffalo anvil brigade flag hare felt cheer fiddler celebrate

Gap Analysis packs of furs bright red sashes hard life log for the palisade wall brigade of canoes lose my footing tobacco to trade the sash of the voyageur

Susan Close Learning, 2008