Monday

Week 1

No
Placement

AM

PM

Week 2

April 20th

AM

French-TC
Math-TC

PM

APQ
French-MT
Science-MT

Week 3

April 27th

AM

French-TC
Math-TC

PM

APQ
French-MT
Science-MT

Weekly bloc overall schedule

Tuesday
Wednesday

Thursday

Friday

April 14th

April 15th

April 16th

Aril 17th

Math- MT
Phys. Edprep time
Library-MT
French- TC
Drama- prep
time
Music-prep
time
French-TC
April 21st

French-TC
Math-TC

French-TC
Phys. Edprep time
Science-MT
French-TC
Math-TC
French-MT

French-TC
Phys. Edprep time
French-TC
French-MT
Math-MT
Art-MT

April 22nd

April 23rd

April 24th

Math-MT
Phys. Edprep time
Library-MT
French-TC
Drama-prep
time
Music-prep
time
French-TC
April 28th

French-TC
Math-TC

French-TC
Phys. Edprep time
Science-MT
French-TC
Math-TC
French-MT

French-TC
Phys. Edprep time
French-TC
French-MT
Math-MT
Art-MT

April 29th

April 30th

May 1st

Math-MT
Phys. Edprep time
Library-MT
French-TC
Drama-prep
time
Music-prep
time
French-TC

French-TC
Math-TC

French-TC
Phys. Edprep time
Science-MT
French-TC
Math-TC
French-MT

French-TC
Phys. Edprep time
French-TC
French-MT
Math-MT
Art-MT

Science-MT
APQ
Music-prep
time

Science-MT
APQ
Music-prep
time

Science-MT
APQ
Music-prep
time

UNIT PLAN ORGANIZER: Mapping

Teacher: Valerie Wilson

Grade: 1

SUBJECT/STRAND

Mathematics/ Language (French)/ Social studies

OVERALL
EXPECTATIONS

Social Studies: Ontario Curriculum 2013: Social Studies 1 to 6

B1. describe some aspects of the interrelationship between people and the natural
and built features of their community, with a focus on how the features of and
services in the community meet peoples needs
B2. use the social studies inquiry process to investigate some aspects of the
interrelationship between people and different natural and built features of their
local community, with a focus on significant short-and long-term effects of this
interrelationship
B3. describe significant aspects of their community, with reference to different
areas, services, and natural and built features, demonstrating an understanding of
some basic ways of describing location and measuring distance
Language: The Ontario curriculum 2013: French as a Second Language 1-8
B1. Communicate information and ideas orally in French, using a variety of
speaking strategies and age- and grade- appropriate language suited to the purpose
and audience
D1. Write in French in a variety of forms and for a variety of purposes and
audiences, using knowledge of vocabulary and stylistic elements to communicate
clearly and effectively
D2. Use the stages of the writing process- including pre-writing, producing, drafts,
revising, editing, and publishing to develop and organize content, clarify ideas
and expression, correct errors, ad present their writing work effectively.
Mathematics: Ontario Curriculum Mathematics Grades 1-8
Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and
three-dimensional figures by attributes; recognizing symmetry; relating shapes to
other shapes, to designs, and to figures; describing location using positional
language.

LEARNING GOALS

SUCCESS CRITERIA

- learn the purposes of, and how to use, a map

- learn more about the different natural and man-made structures that help make up
their local community and different communities around the world.
- learn how to write a poem to reflect the community they have made a map of.

- student identifies a large number of buildings in their community and their uses.
Student identifies significant physical features and landmarks.
- student makes a map of the local community with accuracy and detail.
- student uses appropriate vocabulary on the map and when creating a poem about
their map.
- student communicates their discoveries and share map and poem in an oral
presentation to the rest of the class.
- Completion of map and poem: Oral presentation to the class.

CULMINATING TASK

PRIOR KNOWLEDGE

EXPECTATIONS

- geometric shapes
- using symbols to represent objects
- using small objects to represent large objects
- basic knowledge of poetry concepts

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 1
- understanding the main
components of a map and
how to use cardinal
directions to locate.

Introduction: What is a map? (introduce end goal of creating

a map individually of a chosen community)

- oral discussion
on the
components of a
map

- show examples of different kinds of maps

describe the relative
locations of objects or
people using positional
language (e.g.,
over, under, above, below,
in front of, behind,
inside, outside, beside,
between, along);

- directions N,S,E,W: how to follow directions

- in partners, have
students choose
an object in the
classroom and
give their partner
directions
(N,S,E,W) to get
their partner to
the object.
- worksheet on
cardinal
directions

ACCOMMODATIONS
- provide help to the groups
who dont understand what
to do for the activity.

EXPECTATIONS
TEACHING-LEARNING STRATEGIES
LESSON 2
-student cut and http://media.education.nationalgeographic.com:8080/assets/file
paste the objects /Classroom_Cutouts.pdf
in the classroom
onto a map that Making a (mini-map) map of the classroom
accurately
describe the relative locations of objects
reflects where

RESOURCES
- map of world
- map of Canada
- map of Toronto
- map of
Davisville area
- white board and
markers

ASSESSMENT
-individual completion of
the map

objects are
placed in the
classroom.

on concrete maps created in the classroom

A2.3 analyse
and construct
simple maps as
part of their
investigations
into places that
are significant to
them or to their
family (e.g.,
construct a map
that includes a
title, legend,
and directions
to show the
route from their
home to their
best friends
home or to
school; find the
school entrance,
playground, and
their classroom
on a map of
their school)

ACCOMMOD
ATIONS
- help those
students who
need help
cutting out the
map

RESOURCES
- map worksheet

EXPECTATIONS
B3.4 demonstrate an
understanding of the basic
elements of a map (e.g., title,
symbols in the legend,
direction, scale, and colour)
when reading and
constructing simple maps
showing places that are
significant to them (e.g., their
classroom, the school, their
immediate neighbourhood)

TEACHING-LEARNING STRATEGIES
LESSON 3
What is a legend?

ASSESSMENT
- worksheet on
understanding a
legend

ACCOMMODATIONS

RESOURCES

- help those students or get

students to help each other
with the worksheet if some
are struggling.

-show maps from

lesson one

EXPECTATIONS
B1.3 create a plan that
outlines some specific ways
in which they can
responsibly interact with the
built and/or natural
environment in the local
community (e.g., map out
the location of garbage and
recycling cans in parks so
they can properly dispose of
their waste; help plan a
garden at home, composting
in the school, or other ways
of reducing their

TEACHING-LEARNING STRATEGIES
LESSON 4
Different communities and different climates > different
man-made and natural structures in environment and
therefore different elements on maps.

ASSESSMENT
-oral discussion
about the
differences in
structure in
different places
around the world.

https://www.youtube.com/watch?v=mVoLH7DLqaI
- list of structures
(in groups of two)
in Davisville
community or
another
community they
know.

environmental footprint;
plan ways to participate in
clean-up days), and describe
how their actions might
enhance the features of the
local environment
B3.3 describe the location of
some significant places in
their community, using
relative location (e.g., near,
far, up, down), relative
distance (e.g., close, far,
farther), and relative
direction (e.g., right, left, in
front, behind)
ACCOMMODATIONS

RESOURCES

- help partners who are

having troubles coming up
with ideas for what
structures are in the
surrounding community.

-video with
images of housing
in different
countries
- worksheet to list
different structures
in Davisville
community.

EXPECTATIONS
- brainstorm ideas relevant to
those discussed in class

TEACHING-LEARNING STRATEGIES
LESSON 5

ASSESSMENT
- completion of
brainstorming sheet.

- Brainstorm (each individually): a name for town,

which building and recreational/natural structures will
be included.
ACCOMMODATIONS

- introduction to coordinates (give each student sheet

with a grid to draw their map on)

- help those students who are

struggling by giving them
ideas as to what some
structures in their town could
be

EXPECTATIONS
B2.3 analyse maps, and
construct simple maps using
appropriate elements, as part
of their investigations into the
interrelationship between
people and significant natural
and built features in their
community (e.g., show the
location of parks, bodies of
water, or shopping districts,
using symbols or
photographs, a legend,
directions, and colour)
B3.6 demonstrate the ability
to construct simple maps of
places they have visited, using
symbols and non-standard

RESOURCES
- brainstorming sheet
-sheet with a grid and
legend box for each
student to draw their
own map (rough
copy)

TEACHING-LEARNING STRATEGIES
LESSON 6
Making own map of community.
- importance of using accurate colours
- which symbols to use to represent objects on map
Math:
- measurement: review of how to use a ruler and
importance of being neat with drawing
- review of different shapes that can be used for
building and houses

ASSESSMENT
- completion of map
- accurate use of
legend to convey
objects on grid (map)

units (e.g., use different

symbols to show the location
of the play, picnic, and
walking areas in a local park;
use houses or blocks as units
of measurement; include a
scale and legend on a map
showing the route and
distance from their classroom
to the washroom; use symbols
on a sketch map of their route
to school to show the built
and natural features they pass
by)

ACCOMMODATIONS
- help students struggling to
draw by providing an example
of a map I will make to show
them.

RESOURCES
- fresh sheet with grid
for mapping town
- ruler
- 3D geometric shapes

ASSESSMENT & EVALUATION:

DIAGNOSTIC Language: oral discussion on poetry, Social Sciences, Mathematics: Exploring

map samples and videos about different types of housing around the world with oral discussion
FORMATIVE Observation, One-on-one conferences with individual students, Rubrics
SUMMATIVE Rubric for Oral presentation of written poem and map, Rubric for map drawing
and written poem.

Block Unit: MAPPING A COMMUNITY

Teacher: Valerie Wilson

Grade: 1
Subjects: Language, Social Studies, Mathematics Unit: Mapping a community

I UNIT CONTEXT
This unit is comprised of 10 lessons that are about an hour each. With one lesson per
day being completed, it will take a total of a 10 days (2 weeks) to complete the unit.
This unit falls covers a variety of subject areas. In social studies, the unit I have planned
allows students to explore their local community and the physical features that it possesses
as well as the uses for the many facilities that are available. The unit also incorporates the
geometry and spatial sense portion of the mathematics curriculum by introducing
coordinates, cardinal directions, and geometric shapes. After the map is complete, as a
portion of the final evaluation, students will be asked to write a short French poem reflecting
the components of the community they have mapped incorporating language as another
subject covered by this unit.
I will initially be focussing on teaching the elements that make a map, how to properly read
a map, and the French language and every day terms used in mapping. After the map has
been completed, I will move on to the second half of the unit which will be poetry and how to
write a poem that reflects the maps the students created.

II TASK SUMMARY
Throughout this unit, students will develop and practise mapping skills through activity
worksheets and group discussions. For the final task, students will demonstrate their
individual understanding of the components and structure of a map by mapping out a
community of their choice and then writing a French poem reflecting the components of
their map (which may also include a description of the community members that may be
expected to live in the town based on the buildings etc.).
The completion of the two final tasks requires students to draw on a number of skills.
The first task, creating the map includes using coordinates, geometric shapes,
measurement, spatial sense and distance, brainstorming and representation through
symbols. The second task, writing a French poem requires students to utilize the vocabulary
learned during the unit with regards to what is found on a map, implement rhyming

strategies, and use descriptive and creative French language to describe who would live in
the community they created.

III OVERALL EXPECTATIONS

Social Studies curriculum 2013: Ontario: 1-8
B1. describe some aspects of the interrelationship between people and the natural and built
features of their community, with a focus on how the features of and services in the community
meet peoples needs
B2. use the social studies inquiry process to investigate some aspects of the interrelationship
between people and different natural and built features of their local community, with a focus on
significant short-and long-term effects of this interrelationship
B3. describe significant aspects of their community, with reference to different areas, services,
and natural and built features, demonstrating an understanding of some basic ways of describing
location and measuring distance
Language: The Ontario curriculum 2013: French as a Second Language 1-8
B1. Communicate information and ideas orally in French, using a variety of speaking strategies
and age- and grade- appropriate language suited to the purpose and audience
D1. Write in French in a variety of forms and for a variety of purposes and audiences, using
knowledge of vocabulary and stylistic elements to communicate clearly and effectively
D2. Use the stages of the writing process- including pre-writing, producing, drafts, revising,
editing, and publishing to develop and organize content, clarify ideas and expression, correct
errors, ad present their writing work effectively.
Mathematics: Ontario Curriculum Mathematics Grades 1-8
Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and threedimensional figures by attributes; recognizing symmetry; relating shapes to other shapes, to
designs, and to figures; describing location using positional language

IV LINKS TO PRIOR KNOWLEDGE

Students have knowledge about the names and characteristics of geometric shapes, have
learned how to use a ruler, and have explored the differences between man-made and
natural structures. Students have previously studied poems.

V CULMINATING TASKS
The culminating task in social studies and math incorporates all the skills learned by the
students. The students will create their own maps of a community which will include a
legend, coordinates, and a variety of structures suited to the population who will live in the
town. The students will have the opportunity to present their maps to the class with their
poem.

In language, students will write a short poem, which will describe the physical
characteristics and/or the population of the town they mapped out.

VI GROUPINGS
Students will work in variety of groupings: whole class, small group & individual.

VII ACCOMMODATIONS
I will strive to offer extra support to those students who struggle through any of the
assignments throughout the unit. I have included many visual aids, such as videos and
examples of maps to help students who may be more visual learners.

VIII LESSONS
Lesson 1 Diagnostic: What is a map?
Ask students what they already know about maps. What are maps used for? What kinds of
maps are there? Show students an example of 2 or 3 different kinds of maps (Map of world,
map of Canada, Map of Toronto) and discuss the similarities and differences between the
maps.
- explain that well be focusing on a community map, like the map of Toronto but on an even
smaller scale.
- when the class comes to the conclusion that all the maps have the cardinal directions,
introduce the names (nord, sud, est, west)
Expectations:
- understanding the main components of a map and how to use cardinal directions to locate.
describe the relative locations of objects or people using positional language (e.g., over, under,
above, below, in front of, behind, inside, outside, beside, between, along); - in this case nord, sud,
est, oust- describing location using positional language.
Assessment:
- oral discussion on the components of a map
- observe work where in partners, have students choose an object in the classroom and give their
partner directions (N,S,E,W) to get their partner to the object.
- completion of worksheet on cardinal directions
Resources:
- map of world
- map of Canada
- map of Toronto
- map of Davisville area
- white board and markers
- worksheet
Activity 1
Activity sheet: colour the objects on the map and answer the 3 word problems on cardinal
directions.

Activity 2:
Get students to pair up and one partner chooses an objet in the room and the other gives them
cardinal directions to reach the object (ex. Student 1 chooses the tachers desk and instructs
student 2 to take 10 steps north to get to the desk).

Lesson 2 Simple Classroom map

Students learn how to create a simple map of a very familiar area (the classroom that they are in
5 days a week). We will discuss the objects that we find in the class as a large group and which
objects would be considered significant enough to map while other wouldnt.
Expectations:
-student draws the objects in the classroom onto a map that accurately reflects where objects are
placed in the classroom.
A2.3 analyse and construct simple maps as part of their investigations into places that are
significant to them or to their family (e.g., construct a map that includes a title, legend, and
directions to show the route from their home to their best friends home or to school; find the
school entrance, playground, and their classroom on a map of their school)
Assessment:
-individual completion of the map
Resources:
- map worksheet
- rulers
-pencils and pencil crayons or markers
Activity 1:
Students will have the opportunity draw objects that are seen in the classroom onto a map that
accurately reflects where objects are placed in the classroom.
I will explain that wherever the objects are placed on the page should be how they are actually
oriented in the classroom and explain the concept of relative distance (the map should be
representative of the approximate distance between objects in the classroom).
I will create a blank map of the classroom

Lesson 3 What is a Legend?

Show students examples of legends on the same maps used in lesson 1. Let students chat in
small groups and discuss what they find on the legend and how it corresponds to what they see
on the map (approx. 10 mins) have a discussion with the class about what a legend is used for
and which symbols are most often seen on the map they are analyzed.
Expectations:

B3.4 demonstrate an understanding of the basic elements of a map (e.g., title, symbols in the
legend, direction, scale, and colour) when reading and constructing simple maps showing places
that are significant to them (e.g., their classroom, the school, their immediate neighbourhood)
Assessment:
- completion of worksheet on understanding a legend
Resources:
- worksheet on legend
- map of Toronto
- map of Davisville area
Activity 1:
Students will individually complete two worksheets that focus on discovering elements included
in legends. They will have the opportunity to discover how different symbols can be used to
represent larger objects that would be found on maps of small areas.

Lesson 4: Different structures in different communities

I will review the differences between man-made structures and natural structures in
communities using pictures as visual aids. I will then explain that different natural and
man-made structures exist in different climates around the world. I will give the students
a chance to share which climates they already know and how they are similar or
different to the climate we live in. I will then show the students a video with images of
different kinds of man-made structures in different climates and will hold a discussion
with them after to talk about which pictures they thought were interesting and why they
think the houses are different in different communities and how the natural environment
impacts the type of housing.
Expectations:
- identify reasons for different structures in different climates
- identify the differences between man-made and natural structures
B2.3 analyse maps, and construct simple maps using appropriate elements, as part of their
investigations into the interrelationship between people and significant natural and built features
in their community (e.g., show the location of parks, bodies of water, or shopping districts, using
symbols or photographs, a legend, directions, and colour)
Assessment:
-oral discussion about the differences in structure in different places around the world.
- completion of worksheet on man-made versus natural structures

Resources:
- worksheet on man-made versus natural structures
- computer to show video https://www.youtube.com/watch?v=mVoLH7DLqaI
Activity 1:
I will give the students a worksheet where they will need to check off whether they
believe the structure in the photo is man-made or natural so I know they are able to
distinguish between the two.
Activity 2:
We will watch the video about the different kinds of structures that there are in different
climates and have an oral discussion about them. I will also make a list with the class of
the different man-made versus natural structures that are in our community.
https://www.youtube.com/watch?v=mVoLH7DLqaI

Lesson 5: Coordinates
I will explain the use of coordinates and show an example of a map with coordinates
on it. I will also use the game battleship as an example and explain how different
professions use coordinates every day to do their jobs properly (ex. Captains at sea,
men in the army etc). I will make a giant grid for the front of the class and cutouts of
buildings and get the students to stick them on the board and name the coordinate
where they place the object.
Expectations:
- learn how to interpret and use coordinates on a map.
-Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and threedimensional figures by attributes; recognizing symmetry; relating shapes to other shapes, to
designs, and to figures; describing location using positional language.
Assessment:
- completion of activity sheet on coordinates
- group activity (placement of object on grid)
Resources:
- activity sheet on coordinates
- battleship game (or a picture of the game)
- map with coordinates on it
Activity 1:
Students will each do an activity page with coordinates.

Lesson 6: Brainstorming and math geometry review

I will review the brainstorming process with the students and explain that they will
individually brainstorm ideas for the towns they are going to map. They will need to
come up with ideas for a name for the town, the climate that the town will have, which
natural and man-made structures will be included in their town and any other
information they think is important to provide.
Expectations:
- understand the point of brainstorming and how to do so.
- understand the importance of using a ruler for certain objects
- understand and decide on shapes to use to represent certain objects on a map
- Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and threedimensional figures by attributes; recognizing symmetry; relating shapes to other shapes, to
designs, and to figures;
Assessment:
- completion of the brainstorming worksheets
Resources:
- 2 different brainstorming worksheets.
- example of map with legend using objects to represents objects on the map.
Activity 1:
Students will each be given a brainstorming worksheet where there are categories bolded and
under each category students can write their lists of ideas. By the end of the activity, students
will circle which of their ideas they like the best and those will be the ideas that they use to make
their map after the next lesson.
Next I will have the students return to the carpet and explain the importance of using a ruler for
their map and ask them why they think it is important that we draw buildings using a ruler (so
the sides of the building are equal) Also discuss and review different geometric shapes that can
be used on the maps. Ask the students which shapes can be used for which objects (ex. Triangles
can represent trees, rectangles for buildings, squares for houses)
Activity 2:
Give students a second brainstorming sheet, this time they brainstorm which objects they will
use to represent the man-made or natural structures they have decided they want to use for their
town.

Lesson 7: Making their own maps

I will show students the grid that they will be using to draw their own community map
on and explain that today they will be making their rough draft of the map. I will go over
expectations for a level 3 map and very briefly review coordinates, cardinal directions
and elements of a legend. I will also go over the importance of using accurate colours.
Expectations:
B2.3 analyse maps, and construct simple maps using appropriate elements, as part of their
investigations into the interrelationship between people and significant natural and built features
in their community (e.g., show the location of parks, bodies of water, or shopping districts, using
symbols or photographs, a legend, directions, and colour)
B3.6 demonstrate the ability to construct simple maps of places they have visited, using symbols
and non-standard units (e.g., use different symbols to show the location of the play, picnic, and
walking areas in a local park; use houses or blocks as units of measurement; include a scale and
legend on a map showing the route and distance from their classroom to the washroom; use
symbols on a sketch map of their route to school to show the built and natural features they pass
by)
Assessment:
- oral discussion reviewing what a successful map should look like
- successful completion of rough draft of map
- once final copy is complete, assessment rubric
Resources:
- map I made of St.Cecilia
- map sheet
- white board and markers
Activity 1:
As a class, I will show the students an example of a community map I have made of
St.Cecilia school where I did my placement last year for a week. I will ask them to
discuss in groups of two what is wrong with the map I made (what is missing from it)
After 10 minutes to discuss in pairs, I will ask the students to share their answers and
then I will write them on the board in front of the class.
Next I will give the students a sheet (with a grid already on it) where they can map
out there community and use a legend. This will be their rough draft (the final draft will
be done the next day on an identical mapping sheet)
Activity 2:
Students will use the map sheet I gave them to create a draft of the map of their town. I will go
around and make sure students understand what they are expected to do and are using the
symbols and structures they brainstormed. The Final copy of the map will be completed in class
the next day!

Lesson 8: Poetry
I will go over the elements of a poem and show the class an example of a short French
poem (that includes lots of adjectives). I will tell the students that we are looking at
poems again (as they have already done a short unit on poetry) so that they can write
their own poems about their towns so when they present their maps to the classroom
they can read their poem that goes with it. We will brainstorm as a group different
adjectives to describe the towns they made orally and I will write them on the board.
Expectations:
- Understand what an adjective is
- contribute to group brainstorming of adjectives describing towns
D2. Use the stages of the writing process- including pre-writing, producing, drafts, revising,
editing, and publishing to develop and organize content, clarify ideas and expression, correct
errors, and present their writing work effectively.
Assessment:
- oral discussion about adjectives
- individual completion of page in journal with brainstormed adjectives
Resources:
- journals
- maps the students have made
- white board and markers
- example poems to read
Activity 1:
Students will write adjectives in their journals that they can use to write their poems. They can
draw on some examples we came up with as a group and can most definitely use their maps to
come up with ideas of which adjectives to use.

Lesson 9: How to rhyme

I will review rhyming sounds so students will remember how certain vowel and
consonant combinations produce certain sounds. I will do a few exercises asking if the two
words I say rhyme or dont rhyme. ( ex. Main et pain (oui) , ours et poule (non) etc..).
Expectations :
- Understand what a rhyme is and how to rhyme two words.

D1. Write in French in a variety of forms and for a variety of purposes and audiences, using
knowledge of vocabulary and stylistic elements to communicate clearly and effectively
Assessment :
- completion of rhyming worksheet
- able to find words that rhyme with the majority of the adjectives students had written in their
journals the day before.

Resources :
- journal
- examples of words that rhyme and dont rhyme
Activity 1 :
Students will complete a worksheet where they put a checkmark between two words if they rhyme
and an X if they dont.
Activity 2:
Students will go back to the adjectives they wrote in their journals the day before and come up with
adjectives that rhyme with each other. Students will begin and potentially complete rough drafts of
their poems.

Lesson 10: Reading Poetry

I will show students an example of how to read a poem out loud (I will read poems expressing
different emotions: some sad, happy, angry). I will also explain how to change the tone of voice
they use depending on whether what they are reading is happy or sad.
Expectations:
- B1. Communicate information and ideas orally in French, using a variety of speaking strategies
and age- and grade- appropriate language suited to the purpose and audience
- ability to read poem with emotion that correctly corresponds to meaning of poem
- write a poem that rhymes and accurately reflects the map the student has drawn
Assessment:
- completed final draft of poem
- assessment rubric for poem
Resources:
- fancy printing paper (for writing final draft of poems)
Activity 1:
Students will write the final draft of their poem on a nice piece of paper and will practice reading
their poem to their partner and get feedback from them on how to improve. Next class, students
will present their poems to the whole class along with the maps of their towns.

Culminating task: presentation day

- Students present their map accompanied by their poem to the class.

Expectations:
- use of terminology learned through lessons to explain map to class
- B1. Communicate information and ideas orally in French, using a variety of speaking strategies
and age- and grade- appropriate language suited to the purpose and audience

ASSESSMENT & EVALUATION TOOLS

See attached rubric and rating scale

Daily Plans
See attached daily plans for the first two days of the block.

Community Map Assessment Rubric

NAME: ___________________
Expectations
Understanding of
concepts

Level 1
-identifies a
few buildings
in the
community
and their uses

Level 2
-identifies
some
buildings in
the community
and their uses

Level 3
-identifies
most buildings
in the
community
and their uses

-identifies a
few of the
significant
features
and/or
landmarks in
the community

-identifies
some of the
significant
features
and/or
landmarks in
the community

-identifies
most of the
significant
features
and/or
landmarks in
the community

Inquiry/knowledg
e skills

- makes a
map of
community
with limited
understanding
and detail

- makes a
map of
community
with some
understanding
and detail

Communication
of required
knowledge

- makes
limited use of
appropriate
vocabulary

- makes some
use of
appropriate
vocabulary

Application of
concepts and
skills

- makes
limited use of
appropriate
symbols on
map

- makes some
use of
appropriate
symbols on
map

- makes a
map of
community
with
considerable
understanding
and detail
- makes
considerable
use of
appropriate
vocabulary
- makes
considerable
use of
appropriate
symbols on
map

Level 4
-identifies all
or almost all of
the buildings
in the
community
and their uses
-identifies all
or almost all of
the significant
features
and/or
landmarks in
the community
- makes a
map of
community
with a high
degree of
understanding
and detail
- makes
extensive use
of appropriate
vocabulary
- makes
extensive use
of appropriate
symbols on
map

Poetry Assessment Rubric

NAME: ___________________
Expectations
Understanding of
concepts

Level 1
- The poem
does not
accurately
reflects the
map.

Level 2
- The poem
somewhat
accurately
reflects the
map.

Level 3
- The poem
accurately
reflects the
map.

Level 4
- The poem
highly
accurately
reflects the
map.

Inquiry/knowledg
e skills

- a very little
number of/ or
none of the
adjectives
used in the
poem rhyme
well and the
poem is not
coherent or
creative

- some of the
adjectives used
in the poem
rhyme and the
poem is
somewhat
coherent and
creative

- the
adjectives
used in the
poem mostly
rhyme and the
poem is fairly
coherent and
creative

- the
adjectives
used in the
poem rhyme
well and the
poem is
coherent and
creative

Communication
of required
knowledge

- There are
errors in
grammar, or
spelling
throughout the
poem making
it very difficult
to understand.

- There are a
numerous
amount of
errors in
grammar, or
spelling but the
poem is
somewhat
comprehensible
.

- There are a
some errors in
grammar, or
spelling but
the poem is
very easy to
understand.

There are
few or no
errors in
grammar, or
spelling.

Leon 1 :
Le 14 avril 2015

Quest-ce quune carte?

La leon/Le problme rsoudre
- Pourquoi utilise-t-on les cartes? Quels types de cartes existe-t-il?
.
- Quels sont les directions cardinales?
Les buts dapprentissage/Les attentes
Ontario Mathematics Curriculum Grades 1-8 (2005 ed.): Measurement:

Matriels/Matriels de manipulation
- carte du Canada
- carte de Toronto
- carte de Davisville
- tableau et feutres
- page dactivit

- understanding the main components of a map and how to use cardinal directions
to locate.
describe the relative locations of objects or people using
positional language (e.g., over, under, above, below, in front of, behind, inside,
outside, beside, between, along);

Avant
Pendant

Dure:

Dure:

- describing location using positional language.

Lvaluation
1. Demande aux tudiants de me dire ce quils connaissent dj au sujet des cartes. (Questions
poser : Pourquoi utilise-t-on les cartes? Quels types de carte existe-t-il?
Diagnostique
Formative
2. Montre les exemples de cartes (Canada, Toronto, Davisville) et discute les similarits et
Sommative
diffrences entre les cartes.
3. Explique que dans peu prs deux semaines tous les lves creront leurs propres cartes.
Adaptations/
Modifications:
Activit 1: Environ 20 minutes.
1. Explique aux lves quils auront tous un partenaire. Avec cette
partenaire, un dentre eux doit choisir un objet dans la salle de classe
sans rvler lobjet quil choisit. Ltudiant avec lobjet en tte doit
donner les directives en utilisant les directions cardinales pour que leur
partenaire se rende face lobjet.
2. Demande aux lves de choisir un partenaire et de faire lactivit
deux fois (pour que chaque partenaire ait la chance de donner et de
suivre les directions).
Get students to pair up and one partner chooses an objet in the room
and the other gives them cardinal directions to reach the object (ex.
Student 1 chooses the tachers desk and instructs student 2 to take 10
steps north to get to the desk).

- si lactivit se passe
trop vite, demande aux
lves de faire lactivit
1 quatre fois.
- Si lactivit prend trop
longtemps, ne corrige
pas la feuille dactivit 2
comme classe (les
collectionne et corrigezles moi-mme)

Aprs
tapes Prochaines

Dure:
Time:

- Lorsque tous, ou presque tous, les lves aient remplit la page, corrige comme grand groupe
oralement.

- la prochaine fois : Demande aux lves dcrire les directions cardinales que les lves devraient suivre pour leur rendre
lobjet.

Carte de Pirates : Les directions cardinales

Nom : _________________________

1. Coloriez ce qui est ouest du

en vert.

2. Coloriez ce qui est sud du

en brun.

3. Coloriez ce qui est au nord des

4. Coloriez ce qui est lest de

en rouge.

en bleu.

Questions :
1. Pour aller du

au

2. Pour aller des

le

3. Pour aller de

il faut aller au _________________.

il faut aller _________________.

il faut aller au __________________.

Leon 2 :
Le 15 avril 2015

Carte de la salle de classe

La leon/Le problme rsoudre

- Comment crer une carte simple (de la salle de classe).

- Quels sortes dobjets met-on sur une carte dune salle?

Matriels/Matriels de manipulation
- pages avec carte blanche de la classe
- crayons de couleurs
- rgles

Les buts dapprentissage/Les attentes

Ontario Mathematics Curriculum Grades 1-8 (2005 ed.): Measurement:

-student draw objects in the classroom onto a map that accurately reflects
where objects are placed in the classroom.

Avant

Dure:

A2.3 analyse and construct simple maps as part of their investigations into
places that are significant to them or to their family (e.g., construct a map
that includes a title, legend, and directions to show the route from their
home to their best friends home or to school; find the school entrance,
playground, and their classroom on a map of their school)
Lvaluation
1. Demande aux tudiants de me rappeler de ce quils ont appris sur les cartes hier. (les directions
cardinales)
Diagnostique
Formative
2. Dit aux lves quils vont faire une carte de la salle de classe
Sommative
3. Demande aux lves ce que sont les objets quils pensent sont assez importants pour mettre
sur une carte de leur classe. (crivez les rponses quils donnent au tableau.

Pendant

Dure:

Adaptations/
Modifications:

Activit: Environ 35 minutes.

1. Donne une page aux lves quils utiliseront pour leur carte.
2. Demande aux lves de dessiner avec un crayon ou ils vont
mettre les objets sur leur carte et de lever la main pour que je
peux vrifier quils ont bien plac les objets avant de les colorier.
3. Les lves peuvent ensuite colorier les images.

Aprs
tapes Prochaines

Time:

Dure:

4. Demande aux lves de complter le compas sur le bas de la

page avec les directions cardinales.

- si lactivit se passe
trop vite, demande aux
lves dcrire, lautre
ct de la page,
comment de se rendre
dun objet un autre en
utilisant les directions
cardinales.
- Si lactivit prend trop
longtemps, ne
demande pas aux
lves de colorier.

- Lorsque tous, ou presque tous, les lves aient termins leur carte, demande aux lves de
retourner au tapis et de mexplique ce quils ont appris en fessant lactivit.

- la prochaine fois : Demande aux lves de dessiner le cours dehors ou la rue de leur maison.

La salle de classe de Mme. Cenac-Lopes

NOM : __________________

DAILY WORKING PLAN DATE: Tuesday April 14th DAY: 2

Time
8:50-9:20
9:20-10
10-10:15
10:1510:55
10:5511:35
11:3512:30
12:30-1:05
1:05-1:45
1:45-2:00
2:00-2:40
2:40-3:20

DAY: 2
Entry: Announcements (over P.A.); O Canada; Attendance.
Maths: Mentor teacher
Maths: Mentor teacher
Recess
Phys-ed: prep-time
Library: go with students to library and help them book books, read with some students
individually
Lunch time
French: Part 1 of lesson #1: using cardinal directions to give directions to a friend (see
detailed plan)
Drama: prep-time
recess
Music: prep-time
French: Part 2 of lesson #1: cardinal directions worksheet

DAILY WORKING PLAN DATE: Wednesday April 15th DAY: 3

Time
DAY: 2
8:50-9:20
Entry: Announcements (over P.A.); O Canada; Attendance.
French: Calendar- TC
9:20-10
French: Mentor teacher
10-10:15
Recess
10:15Math:Lesson #2: creating a map of the classroom
10:55
10:55Math: Lesson #2: creating a map of the classroom continued..
11:35
11:35Lunch time
12:30
12:30Science: Mentor teacher
1:05
1:05-1:45
Science: mentor teacher
1:45-2:00
recess
2:00-2:40
APQ
2:40-3:20
Music: prep-time