Pre Internship - Middle Years

EFLD Unit Plan

Developed By: Cassandra Busch

 

School
FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING
             Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.
 
STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind)

                     What will students know, understand and be able to do?

1.          OUTCOMES, Broad Areas of Learning and Cross Curricular Competencies (CCCs)

·          Become familiar with goals & outcomes for grade/subject, including Treaty Outcomes

·          Review the Broad Areas of Learning and Cross Curricular Competencies

***Choose specific outcomes AFTER you identify the CONCEPT/BIG IDEA

 
   

2.          CONCEPT (BIG IDEA) Draw on a separate document, include with unit

·          Identify the main concept or topic you are thinking of for your unit

·          Draw a concept map to brainstorm ideas, to make connections, create a visual to guide unit

·          Place information on concept map; core concept to major points to significant details

 

 
 

3.          QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

·          Design 1 or 2 essential question(s) [Open-ended, thought-provoking, calls for higher order thinking skills, sparks inquiry, raises additional questions, requires support & justification and not just an answer, timeless]Ex. Why do people move? How do you feed a growing world?

 

ESSENTIAL QUESTION(S)

Essential Question: What and who is a hero?
Guiding Questions: What characteristics do heroes and anti-heroes have? What do heroes look like, sound like, and feel like? Who do you classify as a hero and anti-hero? What and who is missing from our descriptions of a hero? Of an anti-hero?

 

Broad Areas of Learning: Building Life-Long Learners, Building a Sense of Self and Community, Building Engaged Citizens
Cross-Curricular Competences: Developing Thinking, Developing Identity and Interdependence, Developing Literacies, Developing Social Responsibility

 

 

 

 

 

 

 

 

 

 

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)

How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)

What a student is expected to know, understand and be able to do.

Indicators (Students are able to do)

Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

 

Subject 1: English Language Arts

CR6.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).

 

CR6.2 Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.

 

AR6.2
Appraise own viewing, listening, reading, representing, speaking, and writing skills and strategies, and set goals for improvement.

 

AR6.3 Appraise own and others’ work for clarity.

 

 

 

Subject 2: Treaty Education

SI62: Analyze the importance of the preservation and promotion of First Nations and Métis languages.

Indicators:

 

 

Subject 3: Health Education

 

USC 6.1 Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

 

 

 

 

 

 

 

Subject 1: English Language Arts

 

CR6.1
(a) View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

 

(b) Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:

 

understanding the ideas in texts by clearly, completely, and accurately summarizing and explaining the explicit and implicit messages and main ideas (including setting, main characters, conflicts, events) in texts; citing details that support the main ideas; making logical inferences; interpreting obvious themes or author’s message logically.

 

understanding how texts are organized and presented for effect (and use the text structures and features) to construct meaning and evaluate craft and technique (e.g., elements) of different types of text including visual (e.g., colour), multimedia (e.g., special effects), oral (e.g., tone), and print fiction (e.g., short story, drama, poetry, novel) and non-fiction (e.g., autobiography, biography, informational, newspaper, reference) and organizational structure within different texts (e.g., problem/solution, compare/contrast, cause/effect, order of importance, chronological).

 

responding to and interpreting texts by responding with clear, complete, and accurate information that includes specific references to the texts; offering reactions and opinions about texts; making, explaining, and justifying reactions and personal connections to texts; making explicit and deliberate connections with previous knowledge and experiences; giving opinions and making judgements supported by reasons, explanations, and evidence; drawing conclusions about ideas on the basis of evidence; making logical interpretations of the author’s message; making and supporting inferences about characters’ feelings, motivations, and point of view.

 

 

CR6.2 Understand that listening, reading, and viewing are processes that require the use of several strategies before, during, and after listening, reading, and viewing including:

 

(a) Before: Select and use a range of strategies before listening, reading, and viewing including:

  • tap, activate, and build prior knowledge (e.g., consider what is known and needs to be known about topic)
  • ask questions (e.g., generate questions to address the “needs to be known”)
  • preview text (e.g., preview beginning events)
  • anticipate message and author’s/presenter’s intent (e.g., consider title and what is known about author)
  • predict what text will be about (e.g., consider the accompanying visuals and headings)

set purpose (e.g., set focus on what “need to and might learn” about topic).

 

(b) During: Select and use a range of strategies to construct, monitor, and confirm meaning including:

  • connect and construct meaning (e.g., make connections to own lives and contemporary issues and problems; make connections to self, text, and world)
  • note key ideas and what supports them (e.g., identify the problem, the key events, and the problem resolution; find important ideas and identify supporting details)
  • construct mental images (e.g., think critically about the writer’s/presenter’s use of language to evoke sensory images, feelings, or mood)
  • make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking; make predictions using text features)
  • make, confirm, and adjust inferences and draw conclusions (e.g., use stated or implied ideas to support interpretation of text; make judgements and draw conclusions about ideas in texts)
  • ask questions (e.g., ask questions to check understanding and evaluate text’s message)
  • use cueing systems to construct meaning and self-monitor comprehension (e.g., self-monitor understanding and ask questions when meaning is lost; clarify the meaning of words and concepts, and check understanding)

adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).

 

(c) After: Select and use a range of strategies to confirm and extend meaning including:

  • recall, paraphrase, summarize, and synthesize (e.g., remember information from factual texts and use strategies for remembering it; summarize main ideas to arrive at new understanding or conclusion; synthesize information from two different points of view)
  • reflect and interpret (e.g., think critically about conclusions)
  • evaluate (respond critically) (e.g., understand subtexts where the author is saying one thing but meaning another; draw conclusions about the validity of ideas and information; identify fact and opinion)
  • evaluate craft and techniques (e.g., recognize, understand, and discuss symbolism; understand how layout contributes to the meaning and effectiveness of texts)
  • respond personally (giving support from text) (e.g., support thinking beyond the text with specific evidence based on personal experience)

listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., express opinion about ideas, themes, issues, and experiences presented in texts using examples from texts to support).

 

 

AR6.2
(a) Reflect on speaking, writing, and other representing strategies used including relating work to criteria (e.g., a rubric), identifying what worked during the process, responding to feedback, setting realistic goals, and taking steps toward achieving goals.

 

(e) Review own and others’ work for clarity, and give concrete suggestions for improvement.

 

(f) Assess own contributions to group process, and set goals for enhancing group work.

(g) Identify and analyze effectiveness of a variety of language strategies. Identify competency level of self as a viewer, representer, listener, speaker, reader, and writer.

 

AR6.3

(a)Reflect on speaking, writing, and other representing strategies used including relating work to criteria (e.g., a rubric), identifying what worked during the process, responding to feedback, setting realistic goals, and taking steps toward achieving goals.

 

(e) Review own and others’ work for clarity, and give concrete suggestions for improvement.

 

(f) Assess own contributions to group process, and set goals for enhancing group work.

 

(g) Identify and analyze effectiveness of a variety of language strategies. Identify competency level of self as a viewer, representer, listener, speaker, reader, and writer.

 

Subject 2: Treaty Education
 Express how one’s cultural identity is influenced by language.

 Explore initiatives in Canada that contribute to the preservation and restoration of First Nations languages.

 Describe how the loss of language impacts cultural identity (e.g., importance of ceremony, song, dance, storytelling).

 

 

 

 

 

Subject 3: Health Education

 

(b) Propose why people behave the way they do (e.g., personal beliefs, societal norms).

(c) Identify sources of, and evaluate information about, personal beliefs and values.

 

(f) Consider how and why personal values may change (e.g., norms, trends, values/priorities, relationships, critical events).

(l) Analyze events or factors that cause people to make decisions that reflect or conflict with their personal standards.

 

Key Understandings: ‘I Can’ statements

Write the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson.

 

I can identify the characteristics of a hero and anti-hero.

 

I can inquire and disrupt the normative narratives of a hero and anti-hero.

 

I can write a clear multi-paragraph composition of at least 400 words.

I can create a narrative-composition that establishes plot, setting, point of view and developed characters.

 

I can ask critical and engaging questions.

 

I can edit and revise my own and others writing pieces.

 

I can describe how the loss of language impact cultural identity. And recognize how storytelling is an important aspect of restoring cultural identity.

 

I can analyze the events and factors that cause heroes and/or anti-heroes to act in the way that they do.

 

I can consider how/why personal values may change under certain circumstances.

 

 

              Questions for deeper understanding

What provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

  • What is a hero for you? Do they exist?
  • What is an anti-hero for you? Do they exist?
  • What makes someone an anti-hero?
  • Can someone be a hero and an anti-hero at the same time?
  • What groups of people are missing from the typical hero narrative?
  • What happens to people when they become heroes? In what way do they change? In what way do our expectations of them change?
  • Can you think of any heroes who have suddenly become villains because of scandals? If they had been “ordinary people” would they have had the same problems?
  • Have you ever had a personal hero who let you down in some way?
  • What makes a hero a hero?
  • What are some problems with being a hero?
  • Who are some (choose nationality) heroes?
  • What are the benefits of being a hero?
  • Why do people need heroes?
  • How do heroes change the world?
  • What are the standards that I will expect myself to live by at all times?  Do I except others to do the same?
  • What are my standards for dealing with challenges/ problems?  How may heroes or anti-heroes deal with challenges/problems?
  • What are the boundaries for the attitudes and actions that I will accept for myself, my peers, my family, and my community? Do my expectations change for heroes/anti-heroes?
  • What standards are parts of my cultural heritage?
  • How do personal values change?
  • How are standards linked to identity?

 

 

   

        

           STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION

           What are the learning experiences for all students to achieve outcomes?

 

Learning Tasks & Experiences

Where are your students headed? Where have they been?

How will you make sure the students know where they are going?

Teacher Resources

What teacher resources will you need to support your knowledge in this unit?

 

Teacher’s Resource Model – Western Edition for Tales- Heroes, Deeds, and Wonders Collection 6 by Kim Newlove

 

How To Be An Effective Teacher – The First Days of School by Harry K. Wong & Rosemary T.wong

 

Literacy: Reading, Writing and Children’s Literature by Gordon Winch, Rosemary Ross Johnston, Paul March, Lesley Ljungdahl, Marcelle Holliday

 

TeachersPayTeachers: Literature Circle Roles by Marine Freibrun

 

Shannon Thunderbird. Art of Indigenous Storytelling, music, theatre, dance. http://www.shannonthunderbird.com/art_of_indigenous_storytelling.htm

 

Thun

 

 

Student Resources
What student resources will you use in the learning experiences to meet the outcomes?

 

What Would She Do? 25 True stories of trailblazing rebel women. By Kay Woodward

 

 

Nancy Loewen – Anti-Hero Stories

The Way Eye See It – Cyclops Tells All
Blame the Boys – Helen of Troy Tells All
Tricked by The Kids – Cronus the Titan Tells All
Beauty Missing, Hair Hissing – Medusa Tells All
Not the Curious Kind – Pandora Tells All

 

(adaptations/add on books)

Western Edition for Tales- Heroes, Deeds, and Wonders Collection 6 by Kim Newlove

 

Ms. Marvel No Normal by Wilson Alphona

 

Shannon Thunderbird. Art of Indigenous Storytelling, music, theatre, dance. http://www.shannonthunderbird.com/art_of_indigenous_storytelling.htm

 

 

Community Resources
What community resources will you engage (guest speakers, elders, field trips)

Could invite a local hero into the classroom to talk about their life experiences.
Could invite someone who is perceived as an Anti-Hero to talk about their life experiences.

 

 

Instructional Strategies & Adaptations

(Adaptive Dimension, Differentiated Learning)

A. Resources: The “WHAT”

 

-provide resources in a variety of formats (print, visual, audio, multimedia)
-electronic devices (audio recordings, video recordings, YouTube)
-Use visual dictionaries to look up new words/definitions
-Use a variety of developing narrative writing techniques ( mind maps, story maps, story boards, drafting, typing, story-telling)
-Journals
-Use a variety of methods that support the Multiple Intelligences
-Practice a variety of writing techniques (Literary Luminary, Word Wizard, Stellar Summarizer, Adventuring Artist, Discussion Director)

 

 

B. Instruction: The “HOW”

-Offer students more time to respond orally in group discussions
-Use multi-sensory instructional materials
-Record voices orally
-Use a combination of advanced and simple vocabulary during instruction and conversation with students
-pre-teach challenging vocabulary
-provide active learning opportunities
-Talk-Pair-Share
-Sticky Note activities

 

C. Assessment: The “Show What You Know”

-presentations
-group work
-talk-pair-share
-individual work
-Kinesthetic activities
-Engagement/participation

 

D. Learning Environment: The “WHERE”
-provide an area that is free from distractions for students who need it
-model for students how to organize their work
-Utilize the outdoors as much as possible (can have group discussions/talking circles outdoors)

 

 

 

 

 

STAGE 4: Assess and Reflect
Formative Assessment:
Class Discussions/Talk-Pair-Share (anecdotal notes)
Sticky Note Questions

Summative Assessment:
Literature Circles (rubric)
Narrative Writing – Anti-Hero Story (rubric)
Storytelling (rubric)

 

 

 

 

 

 

 

 

 

Unit Plan At-A-Glance

 

8 – 10 Lessons                                                                Overview

 

ERDG 317 Course Connections to the Grade 6 Hero and Anti-Hero Unit Plan

 

Through class readings, discussions and assignments, our ERDG 317 course has prepared us with methods to teach critical reading and writing techniques. My ultimate takeaway from this course was to use literacy as a tool to engage in social action and to disrupt normative narratives. I developed a Grade 6 Thematic Unit that involves disrupting the normative narratives in relation to heroes and anti-heroes. During the course of 8-15 lessons, students will be given opportunities to engage in discussions that encourage them to disrupt their common sense ideologies of what it means to be a hero and an anti-hero. Students will discover what and who are missing from the typical characteristics and assumptions that are commonly made. I hope that this unit results in students recognizing that minority groups such as the youth, elderly, gender, ethnicity and race are often missed from the hero normative. This should spark conversations about why this is an issue and students should inquire ways in which they can make social change to encourage inclusivity, acceptance and understandings of all people.

 

              


1

Introduction of Thematic Heroes and Anti Heroes Unit (Tales-Heroes, Deeds, and Wonders Unit). Students will consider the imaginary worlds of hero’s and anti-hero’s by engaging in a range of genres and authors. Students will be encouraged to disrupt the normative narratives of what it means to be a hero and who is considered a hero.

 

Essential Question: What and who is a hero?
Guiding Questions: What characteristics do heroes and anti-heroes have? What do heroes look like, sound like, and feel like? Who do you classify as a hero and anti-hero? What and who is missing from our descriptions of a hero?

 

Set: Students will participate in a class discussion where we will together come up with a definition of a hero and an anti-hero. Write the definitions on the board. Ask students to write it down on the handout sheet. (Attached below)
Once we have developed two definitions, teacher will share the dictionary definitions of a hero and anti-hero with the students. Teacher should write these definitions on the board/smart board.
Definition of hero: a person who is admired or idealized for courage, outstanding achievements, or noble qualities.

Definition of an anti-hero: An antihero is a main character in a story who lacks heroic qualities, such as courage and morality. They sometimes perform actions that or morally correct but is done for the wrong reasons.

Give students a few minutes to change their descriptions of a hero and anti-hero on their activity sheets, if they believe changes need to be made from their original definitions.

 

Development: Students will work with their elbow buddies (partners) to develop two mind maps. One mind map will be designated for a hero and one will be designated for an anti-hero. Students will be asked to brainstorm: Who is a hero/anti-hero, what do they look like (physical appearance description), what do they act like (personality qualities), people they consider to be a hero/anti-hero, what do they do? (what makes them a hero/anti-hero).

 

Once students are finished developing their mind maps, bring their attention back to the front. Teacher will draw two mind maps on the board. Ask student volunteers to share their answers, write them on the board. Encourage students to add the ideas they do not already have on their mind map to their own.

Closure: Ask students what commonalities they have discovered with everyone’s answers. Ask what and who is missing from our descriptions of a hero? Students may notice that minority groups are missing from their descriptions (young, elderly, disabled, female, ethnicity, race). Ask students why they think this is an issue? Why are minority groups not commonly portrayed as hero’s?

 

Ask who is missing from our descriptions of an anti-hero? Why do you think they are commonly portrayed this way? Why do you think this is an issue?


2
Set: (10 mins)

Ask students to remind you who was missing from the hero narrative from last day. (young, elderly, disabled, female, ethnicity, race). Share with students that we will be reading stories from “What Would She Do? 25 True Stories of Trailblazing Rebel Women”, these are all true stories about historic world leaders, scientists, artists and pioneers. These women are brave, empowering and have endured struggles that make each of them heroes.

 

Read Allowed: “What Would She Do? by Kay Woodward.”
Read the introduction and page 8-11 about Cleopatra the Egyptian Icon.
At the end of each chapter there is a question “What would cleopatra do…?”
Question: “The girls in school say that your clothes are all wrong. They either too long, too fancy, too blue, too baggy, too floaty, too flowery, or too plain. Is there anything you can wear without them laughing at you? What would Cleopatra do?” (p.11).

Give students a few minutes to consider what they would do. Ask for any volunteers to share their answer. (Can handout sticky notes for students to jot their ideas down on a piece of paper).

 

Answer: “Easy, Cleopatra would do absolutely nothing. Nada. Zilch. She’d know that other people’s opinions don’t matter when they’re only designed to make someone feel bad. Cleopatra would carry on wearing what she loved (probably a glitzy gold headdress, but you might not want to go quite that far) and know that as long as she felt great, she’d look great too” (p.11).

 

Ask students what they think of her answer, do you agree with her opinion? Disagree? Why?

 

Development: (45 mins)
Students will be introduced to the group literary circles and roles activities. Handout the Literary circles and roles activity sheet. (attached below)

The literary circles will take approximately 5-7 classes to complete.

Every day each group will be designated 1 of the 5 Nancy Loewen Anti-Hero stories. At the beginning of each lesson the teacher will go over a mini lesson that describes each of the literary roles. Each student will read the story and engage in the literary role independently. (After the introductory lesson students will have the opportunity to engage in a story talk with their group mates. Here students will share their answers with each other) At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

 

·       Literary Luminary (Day One)

·       Word Wizard (Day Two)

·       Stellar Summarizer (Day Three)

·       Adventuring Artist (Day Four)

·       Discussion Director (Day Five)

 

Today, all students will be working on the Literary Luminary literature role. Description of role: (students will already have the literary package, they can follow along as teacher explains the directions)
Directions: After reading the assigned pages or chapters, go back and re-read

some sections that you found the most interesting. Think about the parts that

were funny, confusing, meaningful, happy, sad, or any other parts that were

thought provoking. Once you have located the sections, fill out the chart below.

Make sure to fill everything in completely.

Be ready to share this with your Literature Circle group.

 

 

Students will be organized into their groups (A, B, C, D, E). They will read the book that corresponds with the list (attached below).

 

Students will read the story independently, then work on the Literary Luminary activity sheet.

 

 

Closure: (5 mins)
Pass out sticky notes for students to brainstorm thoughts on the questions below.

Ask students: Has this story changed your mind about anti-hero’s? Do you have negative or sympathetic feelings for them? Why do you think this is?

 

Ask volunteers to share their answers, engage in a class discussion.

Students must take their Literary Luminary activity sheet home if they did not finish in class, in order to be prepare for tomorrow’s group discussion.

 

 

 


3
Set: (10 mins)
Read Aloud: What Would She Do? by Kay Woodward.
Read pages 12-14 about The Trung Sisters.
Read the Question, give students a sticky note or participate in a talk-pair-share with their elbow buddy to discuss what they would do, or what they think the Trung Sisters would do.
After students had time to discuss, read what the Trung Sister’s would actually do.

Development: (45 mins)
Mini Lesson on Word Wizard. (students will already have the literary package, they can follow along as teacher explains the directions)
Directions: After reading the assigned pages or chapters, go back and re-read

the sections looking for words that sparked interest. You can look for words

you didn’t understand, words that were familiar to you, or words that you were curious about. Pick five words from the assigned reading and use them to fill out the chart below. Be ready to share this with your Literature Circle group.
ASK: Does anyone have questions about the Word Wizard criteria before students organize in their literary groups.

Students will organize themselves into a talking circle with their Literary Groups.
Students will take turns sharing their answers from the day before. Tell students to pause after someone has shared to ask questions/make comments. At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

 

Students will begin individually reading the next story on their list and working on the Word Wizard Activity sheet.

Students must take the word wizard sheet home for homework if they did not complete it in classroom time.

 

Closure: (5 mins)
Whole Class Discussion.
ASK- Did anyone find description words for the anti-hero that were similar or different to the way a hero may be described? Why do you think this is?
Students can participate in a talk-pair-share before sharing their answers to the whole class.

 

 

 


4

 

Set (10 mins)
Read Aloud “What Would She Do” by Kay Woodward.
Read pages 20-23 – Joan of Arc.
Ask students the question at the end of the story. Students can independently write on a sticky note what they would do/what they think Joan of Arc would do. Or students can participate in a talk-pair-share with their elbow buddy.
-Share the answer with the students. Ask if anyone has any questions or comments based on her answer.

Development (45 mins)
Mini Lesson on Stellar Summarizer. (students will already have the literary package, they can follow along as teacher explains the directions)
“Directions: After reading the assigned pages or chapters, go back and re-read the

sections looking for important parts, while making sure you know the sequence of

events. Use the section below to write a summary of what you have read.

Be ready to share this with your Literature Circle group.”

Ask if students have any questions about the Stellar Summarizer before letting them organize themselves into a talking circle with their group.

Students will take turns sharing their answers from the day before. Tell students to pause after someone has shared to ask questions/make comments. At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

Students can begin individually reading the next story on their list and working on the stellar summarizer activity.
Students must take home the stellar summarizer activity if they did not finish in class time.

Closure:
Write on the white board Heroes VS Anti-Heroes
Ask: How do heroes change the world and how do anti-heroes change the world?
Have students write their answers on a sticky note and place it up on the board when they are finished. (ask them to put their names on the back side for a formative assessment)

 

 

 


5
Set (10 mins)
Read Aloud – What Would She Do? By Kay Woodward.
Read pages – 56-57 Amelia Earhart.
Ask the question at the end of the story. Students can participate in a talk-pair-share before volunteering their answers.
OR – Ask students why they think Amelia Earhart is a hero.

 

Development: (45 mins)
Mini Lesson on Adventuring Artist:
“Directions: After reading the assigned pages or chapters, go back and re-read

the sections you found the most interesting.

Pick your favorite part and illustrate it!

Be prepared to share this with your Literature Circle group!”
Ask students if they have any questions about the Adventuring Artist criteria before they organize themselves into a talking circle in their literary groups.

 

Students will take turns sharing their answers from the day before. Tell students to pause after someone has shared to ask questions/make comments. At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

 

Students can begin individually reading the next story on their list and working on the Adventuring Artist activity.
Students must take home the Adventuring Artist activity if they did not finish in class time.

 

Closure: (5 mins)
Write on the board HERO and ANTO-HERO
ASK: What are some problems with being a hero? What are some problems with being an anti-hero?
Students can write their answers on a sticky note and place them under each of the words on the board. (ask students to write their names on the back side of the sticky note for a formative assessment/ gauge of understanding)

 

 


6
Set: (10 mins)
Read Aloud “What Would She Do” – by Kay Woodward
Read pages 76-78 – Junko Tabei the Mountain Climber (age 77)
Read the Question and ask students to engage in a talk-pair-share where they will talk about what they think Junko would do and what they think they would do.
OR Ask students what they think about Junko Tabei’s age. Does someone’s age alter their ability to be a hero? Why do they think this? What age are most heroes in the stories/movies they watch? Why do they think this is? What is wrong with this?

 

Development: (45 mins)
Mini Lesson on Discussion Director.
“Directions: After reading the assigned pages or chapters, go back and re-read the sections

looking for important parts. After finding three or four sections, write a few questions to ask

your Literature Circle group. Use the space below to record your questions and answers. You also

need to answer the teacher question about the assigned reading.

Be ready to share these with your Literature Circle group!”

 

Ask if anyone has any questions or concerns about the Discussion Director instructions before students organize themselves into a talking circle with their literary groups.

 

Students will take turns sharing their answers from the day before. Tell students to pause after someone has shared to ask questions/make comments. At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

 

Students can begin individually reading the next story on their list and working on the Discussion Director activity.
Students must take the activity sheet home if they did not finish during class time.

 

Closure (5-10mins)
The discussion Director Activity requires the teacher to ask the students a question.
The Teacher Question is “Does the main character in your story have more heroic qualities or anti-heroic qualities, why do you think this?
Give students time to write this question down and answer it before moving on to the next class.

 

 


7

 

Set (10 mins)

Read Aloud – “What Would She Do?” by Kay Woodward
Read pages 80-83 – Wangari Muta Maathai – Mother of Trees
Read the Question – ask students to engage in a talk-pair-share with their elbow buddy. Ask them to consider what they think Wangari would do and what they would do in that situation.
Read the answer to the students.

Development (45 mins)
Students will organize themselves in their literary groups and engage in a talking circle.
One student will begin asking the group the questions they developed. Students will engage in a group discussion and develop a consensus answer to each of the questions. The individual who is directing the discussion will write their answers down.
This will continue until all discussion directors have finished asking and answering the questions. At the end of the meeting students must all individually fill out the Meeting Review activity sheet before moving on to the next story. (attached below)

 

Closure (5-10 mins)
Group Discussion.
Ask: After reading these 5 anti-hero stories, who is still missing from the anti-hero normative narrative?
Students can participate in a talk-pair-share before answering.
OR. Teacher can handout sticky notes where students can individually write down their answer. (ask students to put their names on the back). Students can place their sticky notes on the board and the teacher can read aloud some of the students answers to initiate a group discussion.

 

 

8

Set (10 mins)
Read Aloud – What Would She Do by Kay Woodward.
Read pages 88-90 – Michelle Obama – Girls Champion
Read the question to students. Students can engage in a talk-pair-share with their elbow buddy. Ask them what they think Michelle would do and what they think they would do. Would you do the same thing as Michelle? Why or why not?
Read the answer- Ask students if they had a similar answer or not.

 

Development (45 mins)
Students will begin their final projects for the unit. (attached below)
Handout the Anti-Hero Writing Project. Go over the Anti-Hero writing prompts and the 7 steps students must take prior to presenting their Anti-Hero Story to the class. Students may begin developing their story map.

Closure (5 mins)
Check in to see what stage of the Writing Project the students are.

 

 

 

 

9 -until students are prepared for their presentations

Set (10 mins)
For the remainder of this unit, continue to begin the lessons by reading a story from “What Would She do” by Kay Woodward.
Read the question – students can participate in a talk-pair-share about what they think the hero would do and inquire what makes this individual a hero.
Answer the question.

Development (45 mins)
Students will continue to work on their Writing Projects using the step-by-step process they were given.

Continue to do this until all students are finished all the Narrative Writing Steps.

When students are finished all the steps and are ready for the presentation. Prior to the presentations – make sure to go through the storytelling skills and rubrics with the students.
(rubrics for everything are attached below)

 

Teacher can plan a lesson that is focused on the Art of Indigenous Story Telling.

Website:
Shannon Thunderbird. Art of Indigenous Storytelling, music, theatre, dance. http://www.shannonthunderbird.com/art_of_indigenous_storytelling.htm

 

Can use this website as a tool to share Indigenous Oral Stories. This is a good opportunity for students to compare and contrast myth’s and true stories.

Closure (5 mins)
Before the end of each lesson – do a check in with students to see what stage they are that. If some students are falling behind make sure to give them extra time to catch up or have them take it home for homework to stay on track.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grade 6 Activity One – What is a hero? What is an anti-hero?

 

Definitions:
Hero-

 

 

 

Anti-hero-

 

 

 

 

Mind Maps
BRAINSTORM – Who is a hero? What do they look like? What personality traits do they have? What do they do that makes them a hero?

 

 

 

 

 

 

HERO

 

 

 

 

 

 

BRAINSTORM – Who is an anti-hero? What do they look like? What personality traits do they have? What do they do that makes them a hero?

 

 

 

 

 

 

ANTI-HERO

 

 

Grade 6 Literature Circles

 

 

 

Name____________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nancy Loewen Stories – The Rise of the Anti-Hero

 

Literature Circle Group
Group A

Monday: The Way Eye See It – Cyclops Tells All
Tuesday: Blame the Boys – Helen of Troy Tells All
Wednesday: Tricked by The Kids – Cronus the Titan Tells All
Thursday: Beauty Missing, Hair Hissing – Medusa Tells All
Friday: Not the Curious Kind – Pandora Tells All

 

Group B

Monday: Not the Curious Kind – Pandora Tells All
Tuesday: The Way Eye See It – Cyclops Tells All
Wednesday: Blame the Boys – Helen of Troy Tells All
Thursday: Tricked by The Kids – Cronus the Titan Tells All
Friday: Beauty Missing, Hair Hissing – Medusa Tells All

 

Group C

Monday: Beauty Missing, Hair Hissing – Medusa Tells All

Tuesday: Not the Curious Kind – Pandora Tells All
Wednesday: The Way Eye See It – Cyclops Tells All
Thursday: Blame the Boys – Helen of Troy Tells All
Friday: Tricked by The Kids – Cronus the Titan Tells All

 

Group D

Monday: Tricked by The Kids – Cronus the Titan Tells All

Tuesday: Beauty Missing, Hair Hissing – Medusa Tells All
Wednesday: Not the Curious Kind – Pandora Tells All
Thursday: The Way Eye See It – Cyclops Tells All Friday: Blame the Boys – Helen of Troy Tells All

Group E

Monday: Blame the Boys – Helen of Troy Tells All

Tuesday: Tricked by The Kids – Cronus the Titan Tells All
Wednesday: Beauty Missing, Hair Hissing – Medusa Tells All
Thursday: Not the Curious Kind – Pandora Tells All
Friday: The Way Eye See It – Cyclops Tells All

 

 

 

 

 

All of these short stories have similar themes of understanding others.    

In the world we live in today, it’s more important than ever before that we learn to understand each other. Differences should be embraced, and you can make a difference when it comes to bullying and intolerance.

 

Planning Time:

  • Agree on at least 3 “Group Beliefs” that your group will be held to during meeting. Write them on the next page.   Our Beliefs:                 Date_________________________ 
  • Individual Report
  • Meeting #_________
  • Meeting Review
  •  
  •  
  •  
  •  
  •  
  • Our group has decided on the following beliefs to be held to throughout Literature Circles.
  • Group Beliefs
Skill Yes No Notes
My reading for this meeting was complete.

 

     
My role page was completed with my best effort.      
I came to my meeting with my novel and my duo-tang.      
I used my time wisely and helped my group accomplish our tasks.      

 

Group Report

What worked well in your group today? Was there anyone specific who did an amazing job today? Explain.

 

 

 

 

 

 

What needed improvement in your group today? Was there anyone specific was holding your group back today? Explain.

 

 

 

 

 

 

 

What was one specific way that you helped your group today? Explain.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ELA 6
Tales, Heroes, Deeds and Wonders Narrative Writing

 

Grade 6 –
I can write a clear multi-paragraph composition of at least 400 words.

 

I can create a narrative-composition that establishes plot, setting, point of view, and developed characters.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Anti-Hero Writing Project

This writing piece will be made up of several different parts to take us through the writing process. We will go through the rubrics for the Story Map, Storyboard, Good Copy and Presentation together in class.

 

Pre-writing – Story Map
You will use a class to brainstorm an individual story map as part of your pre-writing. You also, of course, may choose to use one of your other brainstorming or pre-writing tools on your own- such as a list, web or illustration. The Story Map maps out the main aspects of your Anti-Hero Story such as setting, characters, and main points.

 

Pre-Writing – Story Board
The Story Board will be a collection of 6 key events in your Anti-Hero Story. You will sketch an illustration and provide a small written explanation of each event. This will help ensure your story is well thought out prior to starting your draft.

 

Drafting – Rough Draft in Writing Journal
Your first draft of your Anti-Hero story in your writing journal. This should be 3-5 well-organized paragraphs, with the structure and detail of an Anti-Hero Story.

Revising & Editing – Self and Peer Edits
Done in writing journal, you will re-read and revise your own draft first. A peer will then edit your work using a peer edit check-list.

 

Good Copy- Typed

Your good copy will be typed on a computer.

 

Presentation
We will be practicing our storytelling skills through presenting your Anti-Hero Story! We will be going over story telling skills together as a class prior to your presentations.

 

 

 

 

 

 

Anti-Hero Story Writing Prompts:

 

You are going to create an Anti-Hero story. Reflect on the Hero and Anti-Hero stories we have read in this unit. Consider these writing prompts during the process of creating your Anti-Hero story.

 

 

  • Who is your Anti-Hero? What makes them an Anti-Hero?
  • What does your Anti-Hero: Look like? Sound like? Act like? (Personality/attitude qualities)
  • Do they look, sound and act like a “typical” anti-hero? Why or why not?
  • Is your Anti-Hero commonly misunderstood by others? What do they do to overcome this?
  • What makes your Anti-Hero unique?
  • How does your Anti-Hero deal with challenges and problems?
  • What personal values does your Anti-Hero have? And how does this relate to their identity?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Literature Circles Rubrics

Name____________________________       Group _________     Meeting # ________

Role

CR6.1- I can read, comprehend, and respond to texts that address identity and social responsibility.

CR6.2- I can select and use appropriate strategies to gather meaning before, during, and after reading.

  TS BD DE EU
Evidence from the Text Little to no evidence to support thoughts. More instruction and practice needed. Ideas are supported with adequate evidence from text. Examples could be expanded, or quotes included. Ideas are fully supported with examples/quotes from text. Student has drawn from the book well to fulfill their role. All ideas are extremely well supported with many examples or quotes drawing from the text.
Understanding of the Text Inaccurate or irrelevant details indicate a serious misunderstanding of the passage. Evidence given is relevant and accurate but the student does not extend beyond the basic level of comprehension. Evidence is relevant and accurate. It is clear student is using skills that show meaningful comprehension. All evidence Is relevant and accurate. Student goes above and beyond to show deep comprehension.
Organization and Details The organization of this response makes it difficult to assess the student. Role may not be complete. Responses are scattered and not sequential. Thoughts and evidence do not connect and there is little detail. The entry flows in and is easy for the reader to follow. Thoughts are connected to evidence. Student has paid attention to detail and completed the role thoroughly. The entry flows and is easy to follow. Student has gone above and beyond with the thoroughness of their role and has included many details.

 

Meeting Reflection

AR6.2- I can appraise and reflect on my own reading skills and strategies

AR6.3- I can appraise my own and others’ work for clarity.

  TS BD DE EU
 

 

 

Reflection

Reflection is not completed. Reflection is completed. Responses show little thought and have few details. Is not completed thoroughly. Reflection is completed with thoughtful and thorough responses. Reflection shows deep thought and reflection on the meeting.

 

 

 

 

 

 

 

Name:_____________________________

Anti-Hero Writing Project

 

Story Map Rubric

4 3 2 1
Story Map Shows great attention to detail in descriptions. Shows very strong knowledge of Anti-Hero structures. Shows attention to detail in descriptions. Shows strong knowledge of Anti-Hero story structures. Descriptions are present but not detailed or informative. Shows little knowledge of Anti-Hero structures. Story map is incomplete. Shows minimal knowledge of Anti-Hero story structures.

 

 

 

 

Storyboard Rubric

4 3 2 1
Key Ideas All scenes and descriptions are extremely detailed, and progress in a logical fashion. Scenes and descriptions are detailed, and progress in a logical fashion. Many scenes and descriptions are not detailed, and may not progress in a logical fashion. Scenes and/or descriptions are missing or incomplete.
Presentation Work is extremely detailed, neat, colourful, and eye-catching. Work is detailed, neat, colourful, and eye-catching. Work is minimally detailed, neat, colourful, or eye-catching. Work is not detailed, neat, colourful, or eye-catching.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Anti-Hero Writing Rubric

4 3 2 1
Introduction Develops and provides insight into the setting and characters in the introduction paragraph. Develops setting and characters in the introduction paragraph. Simple beginning sentences describe setting and characters. Simple or no beginning sentence stating setting and characters.
Organization Three or more well developed events organized into paragraphs. Three developed events organized into paragraphs. Three events organized into a paragraph. Events are unorganized and hard to follow.
Conclusion Developed conclusion in a well organized paragraph that explains the ending of the story. Conclusion in a paragraph that explains the ending of the story. Simple concluding sentences that tell the ending of the story. Simple or no concluding sentences telling the end of the story.
Elements of Anti-Hero Stories Includes all elements of Anti-Hero Stories Includes many elements of Anti-Hero Stories Includes some elements of Anti-Hero Stories Includes few or no elements of Anti-Hero Stories
Conventions There are few or no spelling or punctuation errors in the final draft. . There are few spelling or punctuation errors in the final draft. They do not interfere with meaning. There are 2-3 spelling and punctuation errors in the final draft. The may interfere with meaning. The final draft has more than 3 spelling and punctuation errors. They interfere with meaning.

 

Name____________________________ Story Title __________________________________________

Comments:

 

 

Anti-Hero Storytelling Rubric

4 3 2 1
Knowledge of Story The storyteller knows the story well and has obviously practiced telling the story several times. There is no need for notes and the speaker speaks with confidence. The storyteller knows the story pretty well and has practiced telling the story. May need notes once or twice, but the speaker is confident. The storyteller knows some of the story, but did not appear to have practiced. May need notes 3-4 times, and the speaker appears ill-at-ease. The storyteller could not tell the story without using notes.
Voice Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time. Usually speaks loudly and clearly. Sometimes speaks too fast for audience to understand. Speaks too softly or mumbles. The audience often has trouble understanding.
Acting/dialogue The student uses consistent voices and facial expressions to make the characters more believable and the story more easily understood. The student often uses voices and facial expressions to make the characters more believable and the story more easily understood. The student tries to use voices and facial expressions to make the characters more believable and the story more easily understood. The student tells the story but does not use voices or facial expressions to make the storytelling more interesting or clear.
Pacing The story is told slowly where the storyteller wants to create suspense and told quickly when there is a lot of action. The storyteller usually paces the story well, but one or two parts seem to drag or to be rushed. The storyteller tries to pace the story, but the story seems to drag or be rushed in several places. The storyteller tells everything at one pace. Does not change the pace to match the story.

 

Name____________________________ Story Title __________________________________________

Comments:

 

 

 

 

 

 

 

 

 

 

 

References

Teacher Resources

 

Friebrun, M. Literature Circle Roles. California, US. https://www.teacherspayteachers.com/Store/Tales-From-A-Very-Busy-Teacher/Category/Writing-133466

Lewlove, K. (1998) Tales – Heroes, deeds, and wonders. Teacher’s Resource Module. Scarborough, Ont. Prentice Hall Ginn Canada.

Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: reading, writing and children’s literature. 5th Edition. South Melbourne, AUS: Oxford University Pres.

Wong, H. k., & Wong, R.T. (2004) The first days of school – How to be an effective teacher. Harry K. Wong Publications.

 

Student Resources

Benson, R. (1998). Tales: Heroes, deeds and wonders. Scarborough, Ont. Prentice Hall Ginn Canada.

Loewen, N. (2014). The way eye see it – Cyclops tells all. North Mankato, MN. Picture Window Books.

Loewen, N. (2014). Blame the boys – Helen of Troy tells all. North Mankato, MN. Picture Window Books.

Loewen, N. (2014). Tricked by the kids – Cronus the Titan tells all. North Mankato, MN. Picture Window Books.

Loewen, N. (2014). Beauty missing, hair hissing – Medusa tells all. North Mankato, MN. Picture Window Books.

Loewen, N. (2014). Not the curious kind – Pandora tells all. North Mankato, MN. Picture Window Books.

Wilson, G.W., & Alphona, A. (2014). Ms. Marvel: No Normal. Marvel Comics.

Woodward, K. (2018). What Would She Do? 25 True Stories of Trailblazing Rebel Women. Broadway, New York, NY. Scholastic Inc.

Thunderbird, S. Art of Indigenous Storytelling, music, theatre, dance. http://www.shannonthunderbird.com/art_of_indigenous_storytelling.htm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pre Internship - Middle Years, WRITTEN REFLECTIONS

PRE-INTERNSHIP 3 WEEK BLOCK #WHOHASTHEPOWER

WEEK ONE

This week the grade 6 and 7’s began their power and authority unit. #WHOHASTHEPOWER
The grade 6’s worked on the outcome PA6.1 Examine the relationship between an individual’s power and authority and the power and authority of others.
We inquired about guiding questions such as: What are the different forms of power? (Force, Influence and Authority) What are the characteristics of effective leaders? How do leaders lead? Why does conflict happen? What are my own roles and responsibilities as a student?

The grade 7’s worked on the outcome PA7.1 Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries.
We inquired about guiding questions such as: What is democracy? How can democracy be improved? What are the different sources of power? How were treaties formed?

Planning and Instructional Strategies:
This week I have recognized that I need to work on my lesson plan timing. I almost always over plan my lessons and I am learning quickly that there is not possibly enough time to teach everything I want to in such a short amount of time. I need to prioritize the learning tasks that will best help students reach the intended learning outcomes of the Saskatchewan Curriculum. As I am beginning to develop relationships with my students and recognizing their learning needs, I am developing an understanding on how much time they need to work on and finish a learning task. I was hoping that we would finish PA6.1 and PA7.1 during my first week in the classroom, but unfortunately the learning tasks will be carrying over to next week. I am hoping that we will be able to finalize their learning of this outcome by Monday.

I have had the opportunities to implement a variety of Instructional Strategies in my classroom. So far I have used technological videos, read-alouds, computer research, mind-maps, textbooks, venn-diagrams, Frayer Model organizer, group and individual work, and talk-pair shares. All of which I believe will be beneficial to use in my future classroom!

PDP (Professional Development Plans)
This week I have worked on communication skills, classroom management skills and waiting it out. If you know me, you know that I do not have an over-bearing voice that students will easily respond to. Therefor, it is a necessity for me to use differential classroom management strategies that will help me keep the classroom under control. The classroom I am pre-interning in has a bad case of the blurts. They all have incredible ideas and inquiries, but it is simply impossible to get to them all without a structure set in place.  I chose to implement a sticky note blurt prevention strategy, where each student is given three sticky notes at the beginning of each class. I encourage the students to write their ideas and thoughts down before they raise their hands. Although I have only used this for a few days now, I have found that it has substantially decreased the amount of blurts. Plus, students regularly catch themselves blurting because they know that they should have written something down before raising their hands and speaking. I am definitely going to continue using this strategy for as long as it continues to work.

The second biggest professional development strategy I need to continue working on is waiting it out. I need to make sure I have all eyes on me prior to giving instruction to ensure all students are engaged and are listening. I find that I am good at doing this at the beginning of the lesson, but by the end of the day I tend to lose control of the class. This is definitely something I need to continue to practice during my 3-week block.

Next Week Goals:
1.  Continue to work on my professional development plans. I want to introduce and practice a variety of classroom management ideas to discover what works best for me as a future teacher. I have brought my rain stick with me everyday but I continuously forget to use it. My goal is to take it out during my lesson and let the rain fall if the classroom noise gets out of control.

2. I need to prioritize the most beneficial learning tasks for my students next week. This includes choosing what I am going to use as a summative assessment for each of the Power and Authority outcomes. Thus far my goal is to have a final project where students answer questions from each of the Power and Authority Unit outcomes, but I am nervous there wont be enough time for this.

3. I have organized a special guest to come into our classroom next Friday. Shailynn Taylor, a dear friend of mine was diagnosed with Spinal Muscular Dystrophy (SMA) as a young child. She is going to share with me and my class the ways that Power and Authority has influenced her life. She is going to talk about her life and how she became a social justice advocate and speaker for the SMA community. Most importantly, she is going to share her story about her journey of receiving a life saving drug called Spinraza. A few weeks ago, the Canadian government came to a conclusion that only individuals who meet a specific criteria will be able to receive funding for this drug. Shailynn does not meet the requirements. That is why she wants to share with us the roles the Federal, Provincial and Municipal governments, including the Charter of Rights and Freedoms and how they influence her quality of life.  I am beyond thankful for the opportunity to bring someone like Shailynn in my pre-internship classroom.

WRITTEN REFLECTIONS

WAYS TO RESPOND . . .

Don’t lecture kids – use one-liners and ask them why it is wrong

What would you say if…

Kids tattling: are you telling me to help Johnny or hurt Johnny?

Kid interrupts you in class… would you like to explain to the class- be careful with this one, make them a leader, my job is to explain and your job is to listen, if it is continual pull off to the side and see what is going on and get to the root of the problem – get kids that have a lot to say to write thoughts on sticky notes or in their journal, set goals – has to put a check mark if interrupted and can only have so many check marks, use headphones as way to close off the noise,

Kids swearing… get to root, ask what happened,

If a kid calls another a name… Remind them of the beliefs (what do we believe about calling other people names) redo, remind them of how painful that is, we want kind words in our classroom, “not here” (you might do that out there, but not here,

Kid that always stays after school… give them that attention they need, establish the best time to do this, want that student to be strong and independent, explain to them that you want them to interact with other kids (ask if there is maybe bullying or something going on at home that this is the reason), get to the root

A kid is always showing anger- See what else is going on, get kids to walk it off (page principle or someone to help), a big part of it is just listening,

***ask why when you hear window words*** (verbal and nonverbal)

One-liners…

– A kid is yelling “thank you for showing me that your upset”

– won’t stop talking “one minute… ill come back to you “(then remember and go back)

– Storyteller kid “Can you write that down for me?”

– Say something sensitive “thank you for trusting me. Let’s talk more about this…”

– A kid says “shut up” to another “my job… your job…”

“I can see your really upset, tell me what happened” – write it down and don’t interrupt (getting them from emotional brain to logical brain).

“I can see why your upset, let’s fix it”

WRITTEN REFLECTIONS

STRENGTH BASED STRATEGIES

Presentation by Donna Nikiforuk

  • Seeing the greatness in every child…
  • Reclaiming youth – finding strengths in students.
  • Fair does not mean equal (we need to meet the needs of our students)
  •  Good Teacher Behaviour: calm, joking, offer to help, fairness, smiling, explaining, polite
  • Look for what the students have done right
  • ***Don’t ask why- Ask what happened***
  • Appeal to the inner child
  • Switch from rules to beliefs (What do we believe we need to have a good classroom – make a classroom believe board)
  • CIRCLE OF COURAGE (belonging, mastery, independence, generosity)
  • Respond to students needs rather than reacting to the problems
  • Don’t get into a power struggle
  • Ways to help students belong: okay to make mistakes and fix it, help students be the best they can be, allow “do-overs”, is this helping or hurting someone?, follow up- what can we do to make it better
  • *language is everything*
  • “you are valuable”
  • Hurt people, Hurt people
  • Give kids opportunities to find their gifts
  • “caught ya” bin – get your names entered when you do a good thing
  • 5 needs: survival, belonging, fun, freedom and power
  • ***be the teacher students can count on***