GRADE 6-7 SUCCESS CRITERIA
- I can make meaning of text using relevant strategies
- I can use language to express and/or extend my ideas or feelings about a text
- I can communicate my thoughts and feelings and support my ideas with examples from the text
LEARNING OPPORTUNITY - WATER WHERE YOU ARE!
In this opportunity for learning, students will work towards proficiency of the success criteria through the exploration of water. Social and Emotional Learning and First People’s Principles of Learning are embedded directly in to the lesson as well as other curricular areas notes at the bottom of the lesson.
This invitation to learning includes a Fine Art cross curricular connection as well as a French translation.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY - IMAGINATION AND PERSEVERANCE
In this learning opportunity, students explore the text “The Magnificent Thing” by Ashley Spires. Teachers can choose to focus on growth mindset, reading like a writer to learn a craft move, or learn about the design process for ADST.
This invitation to learning includes a Core French cross curricular connection.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY - ORAL LANGUAGE: I HAVE ENOUGH TO SHARE
This invitation to participate in and start a conversation is centered on a theme of gratitude connected to family and / or friendship relationships. What is important for us to share? How do we do this in this time of need, but at a distance?
Speakers focus attention on Indigenous Tlicho Dene writer Richard van Camp’s simple yet powerful text. They are invited to notice what he articulates as important to share and for us as his audience to understand. Your learners notice, name and express the parallels in their lives, and are encouraged to start a family or friendship conversation on the topic.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY - RESPOND TO READING: I HAVE ENOUGH TO SHARE
What is shared with you to form bonds in your relationships? What do we have to offer to each other when we are at a distance? How will connecting to the work of an Indigenous writer build understanding and community?
Shared texts build community for our classes, and a simple text gives each of our readers a place from which to participate in rich discussions. This text, by Tlicho Dene author Richard van Camp, was selected as a mentor text as it supports learners in their understanding of complex ideas through simple text with multiple entry points to a class or small group discussion. They can explore how sharing and the sharing of stories builds stronger relationships. Open ended prompts create space for all readers to participate and share out through a Read & Respond framework that can be applied to a wide range of texts in the coming weeks.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY - RESPOND TO TEXT THROUGH WRITING: I HAVE ENOUGH TO SHARE
What is shared with you to form the bond in your relationships? What do we have to offer to each another when we are at a distance? How might connections to the work of Indigenous writers support understanding and community building?
This invitation to write is centered on a theme of gratitude connected to family and / or friendship relationships. Writers focus attention on Indigenous Tlicho Dene writer Richard van Camp’s text, noticing what he articulates as important to him, his family and his community. The intention is to help your learners notice, name and express the parallels in their life. They will hopefully be inspired by van Camp to then share thinking in a multimodal text – print + images; audio + images; text + image + music...
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY - PART 4: BRIDGING THE PAST AND THE PRESENT
We live in a time when excessive information is available at our fingertips. We are inundated with both accurate information as well as misinformation, or fake news, which requires us to be able to distinguish between the two. In this lesson, students are invited to explore and critically analyze current and historical pandemics in order to help individuals, families, and communities make responsible choices that affect their health and well-being.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY: RESPOND TO TEXT THROUGH WRITING - SMALL THINGS
This invitation to write is centered on themes of community, connections and kindness as well as emotional wellbeing prompted by illustrator Mel Tregonning’s wordless picture book, Small Things. It is intended to follow on thinking developed through the Learning Discussions lesson, but can also stand alone. See Lesson Sets for those discussion opportunities (4&5 and 6&7)
The intention is to help your learners notice, name and express the parallels in their life. They will hopefully be inspired by the work of Tregonning to then share thinking in a multimodal text – print + images; audio + images; text + image + music. Multimodal text examples in resources section below.
Please be aware of the sensitive content of the book as it focuses on exclusion, loneliness and emotional wellbeing. Children will respond in a variety of ways based on their own experiences with exclusion and being active in creating safe communities.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
LEARNING OPPORTUNITY: SMALL THINGS - UNDERSTANDING CHARACTER
In this Learning Opportunity, students explore the wordless picture book Small Things by Mel Tregonning. They use picture clues and inferencing to gain a deeper understanding of character. Students have a group discussion to share connections, choose certain pages to annotate to show their thinking and then outline the changes in the main character. This rich picture book provides an entry point for all students and allows for students to show deep thinking.
Teachers are encouraged to make adaptations and pace learning as appropriate for their students and context.
