PHYSICAL EDUCATION

January February March April

General Outcome A: Locomotor: Walking, Locomotor: Walking, Locomotor: Walking, Locomotor: Walking,
Students will ​acquire Running, Galloping, Running, Galloping, Running, Galloping, Running, Galloping,
and ​apply​ basic skills. Hopping Hopping, Climbing, Hopping, Climbing, Hopping, Climbing,
Non-locomotor: Jumping Jumping, skipping Jumping, Skipping
Stretching, Bending Non-locomotor: Non-locomotor: Non-locomotor:
Manipulative: Kicking, Stretching, Bending, Stretching, Bending, Stretching, Bending,
Throwing, catching Turning, Landing Turning, Landing, Turning, Landing,
Manipulative: Kicking, twisting twisting
Throwing, Catching, Manipulative: Kicking, Manipulative: Kicking,
Dribbling, Bouncing Throwing, Catching, Throwing, Catching,
Dribbling, Bouncing Dribbling, Bouncing

General Outcome B: Warming up and stretching

Students will Encouraging movement and participation
understand and Repetition grows skills
appreciate ​health
benefits ​from PE.

General Outcome C: Communicate: with kindness and respect

Students will ​interact Play: fairly and cooperatively
positively ​with others. Lead: accept responsibility(ies)

General Outcome D: Work hard, play hard, listen well, be safe

Students will assume How can PE transfer to the playground and home?
responsibility to lead an
active life.

General Outcome A is skill-based, and so skills will develop and scaffold as the months progress.
General Outcomes B, C, D, will be embedded through all activities and reflected in the rules for play and participation.
 ENGLISH LANGUAGE ARTS

January February March April

Stories: Stories: Stories: Stories:

Element | What is a story? What adapting existing stories creating our own creating a story
Focus/Unit does a story need? together

Word Work Words Their Way

Words of the Week

Reading Read Aloud- teacher Read Aloud- teacher Read Aloud- teacher Read Aloud- small
reads reads reads groups, students to
Read Aloud- small Guided reading whole class
groups Read-to-self Read-to-self Read-to-self
Read-to-self

Writing Essential elements: “How it should have Writing Process Writing Process
beginning, middle, end, ended”- take favourite Create original stories Original story as a class
characters, conflict, stories and change from draft to finished Students can choose
resolution. pieces to create a product format (play, movie,
Writing Process different ending book)
Literacy Place Story kit

Listening Read aloud, listening to Read aloud, listening to Read aloud, listening to Listening to the ideas of
stories stories stories, feedback from peers to create a story
peers together

Speaking Read aloud and fluency Read aloud and fluency Sharing ideas and
Participation in group discussions Participation in group thoughts
discussions, sharing
feedback

Viewing Assorted videos, books, smart notebook Digital and printed Digital and printed
presentations books, both books, both
 professional and professional and
student-made student-made
Other class books

Representing Student-made Student-made Finished product of a Whole-class production:

books/videos/cartoons/ books/videos/cartoons/ book--digital or printed. movie, play (will film),
etc. detailing what etc. showing story book, graphic novel,
makes a story. adaptations etc.

General Learner Outcomes:

Students will listen, speak, read, write, view and represent to:
1. Explore thoughts, ideas, feelings and experiences.
2. Comprehend and respond personally and critically to oral, print, and other media text.
3. Manage ideas and information.
4. Enhance the clarity and artistry of communication.
5. Respect, support and collaborate with others.

MUSIC

January Late January-February March April

Units Building the Basics Orff Instruments Sounds Around Us Soundtracks for stories
(12-16 blocks) (16-20 blocks) (12 blocks) (can integrate with LA) (16
blocks)

Big Ideas Spend 2-3 weeks reviewing
and solidifying basic
concepts such as rhythm vs.
beat, high/middle/low
sounds, patterns and
Focusing on concepts of
rhythm, melody and listening,
and the skill of playing
instruments, students will
learn the basics of playing
How can the organized
patterns, melodies, rhythms,
etc. learned in music interact
with and compare to the
sounds around us in our
Putting together the sounds
around us with the sounds
we create in music, students
will work in groups to create
soundtracks for favourite
 sections, moving to the beat, Orff instruments. environments? Are the stories/picture books.
sol-mi-la-re-do. sounds around us musical?

General Learner Expectations:

Through the elementary music program, students will develop:
● Enjoyment of music
● Awareness and appreciation of a variety of music, including music of the many cultures represented in Canada
● Insights into music through meaningful musical activities
● Self-expression and creativity
● Musical skills and knowledge
SLE Breakdown
Elements|Units Building the Basics Orff Instruments Sounds Around Us Soundtracks for Stories

Rhythm rhythm vs. steady beat ta, ti-ti, rest

Even and uneven Rhythms can accompany
Strong and weak beats melody
Rhythms can be beat and
beat divisions

Melody High, low, middle sounds Sequence of sounds

Sounds organized in patterns Printed symbols show the
direction of the melody
Steps and leaps

Harmony Two or more sounds occur >

simultaneously Chords- 3 or more sounds
together
Major and minor chord
contrast

Form Music can be organized into > A section may be

sections A section may be repeated repeated
 A whole piece of music is
made up of many sections

Expression Fast and slow, loud and soft > > Fast and slow, loud and
Musical instruments have Music may express our soft
different tonal qualities feelings Musical instruments have
Tonal qualities different tonal qualities
Music may express our
feelings

Listening Like and unlike patterns > Distinguish environmental Distinguish environmental
Identify and compare sounds Identify and compare sounds sounds, voice sounds, sounds, voice sounds,
instrumental sounds instrumental sounds

Moving Move to the beat Mime animals, machines,

and other sounds

Singing Sol-mi-la, re-do >

Sing accurately in unison.

Playing Boomwhackers Orff: xylophone, Boomwhackers

Instruments Bodies (clap, stamp) metallophone, glockenspiel Bodies (clap, stamp)
Orff: xylophone,
metallophone,
glockenspiel
Assorted percussion

Reading and Ta, ti-ti, rest (stick and heart Ta, ti-ti, rest
Writing writing) Recognize whole, half,
Recognize whole, half, quarter, eighth notes and
quarter, eighth notes and rests
rests Recognize like/unlike
phrases
 Creating High-low, loud-soft, slow-fast, Use instruments to create Create melodic and/or Use suitable sound
short-long, up-down sounds of high-low, loud-soft, percussive accompaniments effects for poems and
slow-fast, short-long, for poems and songs songs, melodic and
up-down percussive
accompaniments.
*Building the Basics will provide a foundation for subsequent units, especially Orff Instruments.
> indicates that the concepts/skills listed previously continue to be drawn upon.
Yellow: Concepts
Blue: Skills

SOCIAL STUDIES

January February March April

Prairie Community: Acadian Community​: Inuit Community​: Review of all Three

Topic overview and What makes prairie What makes acadian What makes inuit Regions/communities:
main question for communities unique? communities unique? communities unique? What are the similarities
inquiry We will be learning We will be learning We will be learning between the
about the culture, about the culture, about the culture, communities we
physical and human physical and human physical and human discovered? What are
geography, languages, geography, languages, geography, languages, the differences? How
and traditions of and traditions of and traditions of do they all tie together?
Winnipeg​, and what Halifax​, and what Nunavut​, and what
makes it a prairie makes it an acadian makes it an Inuit
community. community. community.

GLO 2.1: Canada’s Dynamic Communities

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and
resources shape and change Canada’s communities.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies
provides the flexibility to include these topics within the time allotted for social studies.