Family Matters
Relationships, Rules and Responsibilities
Including:
Week One - Input Lesson #1 - Family Tree
Input Lesson #2 - What is a Family?
Input Lesson #3 - How Our Families Help Us
Input Lesson #4 - How We Help Our Families
Input Lesson #5 - Rules and Responsibilities
Week Two - Activity Centre #1 - Family Tree
Activity Centre #2 - What is a Family?
Activity Centre #3 - How Our Families Help Us
Activity Centre #4 - How We Help Our Families
Activity Centre #5 - Rules and Responsibilities
Week Three - Input Lesson # 6 - School Rules
Input Lesson #7 - Bullying
Input Lesson #8 - Story Necklace
Input Lesson #9 - Change
Input Lesson #10 - Interviewing
Week Four - Activity Centre #6 - School Rules
Activity Centre #7 - Bullying
Activity Centre #8 - Story Necklace
Activity Centre #9 - Change
Activity Centre #10 - Interviewing
An Integrated Unit for Grade 1
Written by:
Mari Koutsovitis, Sharon Moss, Anne Porretta, Pauline Beder (Proj. Lead)
Length of Unit: approximately: 43.4 hours
October 2001
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:21:45 PM
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Acknowledgements
The developers are appreciative of the suggestions and comments from colleagues involved through the
internal and external review process.
Participating Lead Public School Boards:
Mathematics, Grades 1-8
Grand Erie District School Board
Kawartha Pine Ridge District School Board
Renfrew District School Board
Science and Technology, Grades 1-8
Lakehead District School Board
Thames Valley District School Board
York Region District School Board
Social Studies, History and Geography, Grade 1-8
Renfrew District School Board
Thames Valley District School Board
York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and
leadership:
The Council of Ontario Directors of Education
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Policy Branch
An Integrated Unit for Grade 1
Written by:
Mari Koutsovitis, Sharon Moss, Anne Porretta, Pauline Beder (Proj. Lead)
York Region District School Board
Based on a unit by:
Mari Koutsovitis, Sharon Moss, Anne Porretta, Pauline Beder (Proj. Lead)
York Region District School Board
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:21:45 PM
Unit Overview
Family Matters
Page 1
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Task Context
Family Matters is a five week, integrated, grade one Social Studies unit. This unit will give students
opportunities to develop, identify and demonstrate an understanding of relationships, rules and
responsibilities in their lives. Students will begin by focusing on the diverse nature of families and will
identify the significant people, places and events in their lives. Specifically, they will investigate, sort and
collect data to demonstrate how relationships, rules and responsibilities within families change over time.
Assuming the role of a reporter, students will collect, display, organize and analyze their learning in a final
presentation to their teacher, peers and families, showing how and why "Family Matters."
Task Summary
This literature-based unit has been divided into three parts:
a. teacher-directed input weeks
b. learning centre weeks
c. a week of preparation for the culminating task
The teacher-directed input weeks are used to introduce expectations using a variety of instructional
strategies. These initial learning experiences will provide the foundation for the activities the students will be
engaged in during the second and fourth weeks. During the two activity centre weeks, students will be
producing artifacts that they will display and present to demonstrate their learning during the culminating task.
Input Weeks - During this time the teacher is introducing one lesson per day often using whole group
instructional strategies. Students complete follow-up in a variety of groupings. The closure of each lesson
should clearly introduce the expectations and concepts that will be expected in the following "centre week."
Centre Weeks - Students will be divided into small groups identified by a colour or name. A rotational
wheel may be used. Each group will rotate through the five centres over the course of the week, visiting
one centre per day. Teachers should consider balancing student abilities and gender when grouping
students heterogeneously.
Week 1 - The first week of teacher-directed input lessons introduces a focus on families. This week will
begin by defining the terminology to be used throughout the unit (e.g., responsibility, rule, different, similar...).
The main focus of this week will be on identifying family and individual experiences and responsibilities.
During this week, students will also investigate the need for rules and their consequences.
Week 2 - Students will complete five integrated learning centres based on the knowledge acquired from
each input lesson from week one. These task performances will require students to create, sort, classify,
design and write about the need for rules and responsibilities within their home, school and community.
Week 3 - This teacher-directed input week will link students' learning and experiences beyond family to
include school and change over time. Students will brainstorm school rules and responsibilities, resolve
conflicts, develop timelines and identify factors that cause change. At the end of this week, students will
have an interviewing assignment.
Week 4 - Students will complete five integrated learning centres based on the knowledge acquired from
each input lesson from week three. These task performances will require students to reflect, design,
sequence, role-play and create a technology presentation.
Week 5 - Students will be organizing and preparing for their student-led conference and class presentation.
Students will be selecting artifacts and creating a script, demonstrating their knowledge and understanding of
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:21:49 PM Page A-1
this unit.
The input and activity centre approach is a suggested format for this unit. Teachers may
choose to re-organize activity centres into whole group lessons.
Culminating Task Assessment
Students will be given the opportunity to practise presenting scripts and artifacts to another class. The
teacher and students will create a presentation schedule outlining the order of events for the Family
Matters culminating task. This will include classroom displays, a computer presentation and scripted reports
and the music and drama presentations. Learning buddies, administration staff or other classes may be
invited to be an audience.
Links to Prior Knowledge
The unit will begin with a focus on the students' own family and schooling experiences. Students will share
their understanding of "family." They will build on their understanding of patterns and cycles in their daily
lives as these concepts were covered in the Kindergarten programme.
This unit will require students to:
-work collaboratively in large and small group settings
-share their experiences
-perform dramatic role-play
-present orally in front of a group
-write independently using approximate and conventional spelling
-reflect on their learning i.e. self-assessment, learning log responses, etc. . . .
Considerations
Notes to Teacher
This unit was developed with the understanding that students have already been given the opportunity to
work collaboratively (i.e., small group or activity-centre approach). Teachers may adapt the lessons to meet
the needs of their students. Lessons presented as learning centres may be done as whole-group
instruction.
Seating arrangements must lend themselves to small groupings of 4 to 6 students.
Teachers must be aware of the differences that may impact the students' understanding of what constitutes
"family", and make adaptations to tasks and material where necessary.
The lessons outlined in this unit may be covered at any time during the school year.
Teachers should be aware of their board's policies on sensitive issues.
Learning Logs will be used throughout the unit. These may consist of commercially prepared
journals or stapled booklets. Teachers use these logs to help students to reflect on their
learning. Guiding questions or prompts are posed in order to focus on the expectations and
skills covered in the lesson or unit.
Prompts may include:
Today I learned . . .
It made me think of . . .
I wonder . . .
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:21:49 PM Page A-2
List of Subtasks
Family Matters
Subtask List Page 1
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
1
Week One - Input Lesson #1 - Family Tree
The teacher introduces a song like Family Tree by Tom Chapin. The song is used as a springboard to
discuss students' understanding and experiences about families and introduce the concept of a family
tree. Using a graphic organizer (KWL), the teacher will record what the students already know about
families and what they want to learn. In this lesson, we are beginning to develop vocabulary
necessary to articulate future concepts and skills. The teacher and students then collaboratively
compose a letter for parents sharing the intent of the unit, posing questions to further study and to
gather personal information to complete their own family trees.
2
Input Lesson #2 - What is a Family?
The purpose of this lesson is to extend the vocabulary for the unit and to lay the foundation for further
discussions about "family." The students will be asked to compare their family with that of a fictional
character such as "David" in "David's Father" by R. Munsch. A preliminary definition of "family" will
evolve over the course of the lesson.
This lesson will also include an introduction to important Canadians. The teacher will present students
with a portrait of Robert Munsch as the first of a series of Canadian authors to be studied. Students
will be assigned days when they will present themselves to the class as important Canadians.
3
Input Lesson #3 - How Our Families Help Us
The purpose of this lesson is to develop students' awareness of various family structures and the
responsibilities of family members. Students will view a story such as Amazing Grace on video. The
teacher will lead a discussion based on characters from the story, and questions will be encouraged
regarding roles, responsibilities and stereotypes.
4
Input Lesson #4 - How We Help Our Families
The purpose of this lesson is to further develop the students' concept of family responsibilities. The
students will listen to a story such as Piggybook by A. Browne and identify the consequences of not
fulfilling our responsibilities. Using a chart divided in half, the teacher will list brainstormed rules and
consequences.
5
Input Lesson #5 - Rules and Responsibilities
The purpose of this activity is for students to identify rules in the home, school and community. The
teacher will use a book such as Boss for a Week by L. Handy in order to generate a class list of
appropriate and inappropriate rules for home, school and the community. In small groups, students will
use playing cards to record rules and consequences, which the teacher will use to create a class
gameboard.
6
Week Two - Activity Centre #1 - Family Tree
Students will be creating a family tree banner using information gathered from the homework
assignment in Input Lesson #1. Students will identify family members on individual leaves, which will
be organized on a family tree. Students will create their individual banners using construction paper
and/or fabric.
7
Activity Centre #2 - What is a Family?
The students will draw all the members of their families, naming each person in their drawings. Each
picture will be accompanied by a number sentence denoting the number of males and females (e.g. 3
males + 2 females = 5 people in my family). Students will share their pictures and information within
their groups and add their drawings to the class wall graph.
8
Activity Centre #3 - How Our Families Help Us
The purpose of this activity is to have students identify their family members. Students will be creating
a family plate illustrating family members and writing about how family members help them.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:00 PM Page B-1
List of Subtasks
Family Matters
Subtask List Page 2
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
9
Activity Centre #4 - How We Help Our Families
The purpose of this activity is to provide students with the opportunity to identify and recognize the
importance of working together as a family. Students will be creating a class big book that
demonstrates the consequences of not contributing to household tasks.
10 Activity Centre #5 - Rules and Responsibilities
The purpose of this activity is for students to identify the rules and consequences at home, at school
and in the community. Students will use the game cards that they created in Input Lesson #5 and a
generic playing board created by the teacher. Students will use procedural writing to organize an
explanation of how the game is played.
11 Week Three - Input Lesson # 6 - School Rules
Using a book such as Lilly and the Purple Plastic Purse by K. Henkes, students will identify school
rules that enable them to work in a respectful, supportive environment. The teacher and students will
collaboratively create an experience chart that lists those school rules that promote respectful and
safe learning for all.
12 Input Lesson #7 - Bullying
View a video such as Coping with Bullying from the Be Cool series, and discuss the problems and
feelings associated with bullying, as well as possible solutions. Divide the students into small groups.
Each group will be given a problem related to bullying, and the group will role-play possible solutions to
their problem.
13 Input Lesson #8 - Story Necklace
The purpose of this lesson is to help students develop an understanding of the important events in their
lives. The teacher will read a story like Love You Forever by R. Munsch. Students will retell the
sequence of events in the story as the teacher uses a circular story map to demonstrate the cyclical
nature of timelines in our lives. The teacher will prepare and share his/her own timeline in the form of a
story necklace. Students will be asked to create their own story necklaces as a homework
assignment.
14 Input Lesson #9 - Change
The purpose of this lesson is to provide students with an understanding of how responsibilities
change.
Using stories like The Baby Sister by T. de Paola, and Darcy and Gran Don't Like Babies by J. Cutler,
students will compare the similarities and differences between two stories using a Venn diagram.
15 Input Lesson #10 - Interviewing
Using a book like Knots on a Counting Rope by B. Martin Jr., teacher and students discuss how elders
carry on traditions and stories that tell about family members and their lives. The teacher and students
will create a list of possible interview questions which will be reproduced and sent home as a
homework assignment. The information from this assignment will be used in Activity Centre #10.
16 Week Four - Activity Centre #6 - School Rules
The purpose of this activity is to have students demonstrate their knowledge and understanding of
school rules. Using the experience chart created in Input Lesson #6, students will select, illustrate and
record safety rules in an individual booklet.
17 Activity Centre #7 - Bullying
The purpose of this activity is for students to demonstrate their understanding of the effects of
bullying. By creating posters, students will promote a safe school environment. The purpose of this
activity is to create posters that will inform and engage the school community in the issue of prevention
of bullying.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:00 PM Page B-2
List of Subtasks
Family Matters
Subtask List Page 3
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
18 Activity Centre #8 - Story Necklace
The purpose of this centre is to give students the opportunity to present their timeline story necklace to
the class. Each student will have approximately ten minutes to present the story necklace he/she
completed for homework.
19 Activity Centre #9 - Change
The purpose of this activity is to have students recognize the importance of change through role-play.
Students will be listening to a taped story, discussing it and retelling the story with a focus on solving
conflicts that are a result of change. Students will use classroom puppets to create new endings to
their story.
20 Activity Centre #10 - Interviewing
Students will use information gathered through interviews with an elder to create a computer
presentation. Students will be using the Storybook Weaver or similar computer software.
21 Week Five - Collections
The teacher and students will revisit the KWL chart created at the beginning of the unit. Students will
identify and discuss the knowledge and skills that they learned throughout the unit. Students will be
given the opportunity to select four artifacts that best demonstrate this learning. Students will discuss
their choices in small groups.
22 Culminating Task - Script First Draft
Using the script framework BLM 19, students will write a detailed report for each artifact they have
selected. These first drafts will be shared with a partner for revising and editing. The scripts will be
handed to the teacher for final editing. The teacher uses this time to begin conferencing with individual
students in order to assess their understanding of the concepts covered throughout the unit.
23 Culminating Task - Script Final Draft
Edited frameworks are returned to students in order for them to complete their final copies. The
teacher continues to conference with individual students in order to assess their understanding of the
concepts covered throughout the unit.
24 Rehearsal
Students will be given the opportunity to practise presenting scripts and artifacts to another class. The
teacher and students will create a presentation schedule outlining the order of events for the Family
Matters culminating task. This will include classroom displays, a computer presentation and scripted
reports and the music and drama presentations. Learning buddies, administration staff or other
classes may be invited to be an audience.
25 Family Matters - Student-Led Conference
During a student-led conference the students will demonstrate an understanding of the diversity of
family structures (what is a family), how families help us meet our needs, and how rules and
responsibilities change over time. The culminating task requires the student to create a written script
that directs his/her role as a reporter through a series of self-selected artifacts. This student-led
conference will include classroom displays, a computer demonstration and/or a self-contained
portfolio.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:00 PM Page B-3
Week One - Input Lesson #1 - Family Tree
Subtask 1
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The teacher introduces a song like Family Tree by Tom Chapin. The song is used as a springboard to
discuss students' understanding and experiences about families and introduce the concept of a family
tree. Using a graphic organizer (KWL), the teacher will record what the students already know about
families and what they want to learn. In this lesson, we are beginning to develop vocabulary necessary
to articulate future concepts and skills. The teacher and students then collaboratively compose a letter
for parents sharing the intent of the unit, posing questions to further study and to gather personal
information to complete their own family trees.
Expectations
1a4
1z4 A
• communicate their response to music in ways
appropriate for this grade (e.g., through visual arts,
drama, creative movement, language).
– identify important past and present relationships in
their lives (e.g., with family members, friends, pets,
teachers);
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Discussion
Brainstorming
Guided Writing
Homework
Read Along
Assessment
Assessment Strategies
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. The teacher introduces the students to an interesting artifact--a family tree banner depicting the teacher's
own family members. The students are asked to make observations about the banner and to discuss the
question Why do we record our family members on a "tree?"
2. Students are asked to listen to the song like Family Tree and be prepared to discuss what they have
heard.
The teacher must take care to establish clear "ground rules" for discussion with students,
taking into consideration issues such as:
* Everyone has the right to think what he/she wants; no one should try to take this right away.
* Many different viewpoints may arise.
* Classroom conversations will focus on understanding a variety of personal values and
beliefs, not on judging them.
* Thoughts and feelings alone do not have negative effects on people, hurtful behaviours do.
* You do not have to accept one's opinion, but must treat all individuals with dignity and
respect
3. After listening to the tape once, have students share their initial responses about the song and its contents.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-1
Week One - Input Lesson #1 - Family Tree
Subtask 1
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
4. Listen to the tape a second time using the words to the song on chart. Bring their attention to the
highlighted verses, and/or special words. Point to each word as it appears during the song.
5. Using the KWL chart, the teacher will record what the students already know about families and what they
want to learn. The teacher may highlight key vocabulary words that are important to developing the unit.
6. Using chart paper, the teacher and the students collaboratively compose a letter to inform parents about
the upcoming unit of study about families, relationships and responsibilities. See sample Family Matters Letter
BLM 1.
7. Students will be given the organizer BLM 2 - Family Tree Banner on which to collect their data at home.
The children will be asked to identify the members of their families on leaf shapes to be used later in Activity
Centre 1.
8. Inform students that next week during Activity Centres, they will have the opportunity to create their own
family banner.
Adaptations
Colour code specific verses e.g., chorus, to guide children as they read the music on the chart.
Resources
Sample Letter - Family Matters BLM 1
1_Sample Letter - Unit.cwk
Homework - Family Tree Banner BLM 2
1_2_Homework Assignment1.pdf
Family Tree
Sundance Music
Chart Paper
1-2
Coloured Markers
5
KWL Chart
1
cd/tape player
1
Notes to Teacher
The teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist in
their classrooms.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-2
Input Lesson #2 - What is a Family?
Subtask 2
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this lesson is to extend the vocabulary for the unit and to lay the foundation for further
discussions about "family." The students will be asked to compare their family with that of a fictional character
such as "David" in "David's Father" by R. Munsch. A preliminary definition of "family" will evolve over the
course of the lesson.
This lesson will also include an introduction to important Canadians. The teacher will present students with a
portrait of Robert Munsch as the first of a series of Canadian authors to be studied. Students will be assigned
days when they will present themselves to the class as important Canadians.
Expectations
1e7
1z3
1z4
1z14
1z5
• use and spell correctly the vocabulary appropriate
for this grade level;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– identify important past and present relationships in
their lives (e.g., with family members, friends, pets,
teachers);
– use appropriate vocabulary (e.g., change,
seasons, rights, responsibilities, respecting rules,
cooperating, being courteous) to describe their
inquiries and observations;
– identify important people in Canada in both the
past and present (e.g., Sir John A. Macdonald,
Samuel de Champlain, the current prime minister);
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Brainstorming
Discussion
Direct Teaching
Read Aloud
Word Wall
Assessment
In anecdotal records, teachers can look to
see how well students:
- completed homework (learning skills);
- use appropriate vocabulary to share the
information they have gained from their
homework;
- identified people in their family;
- identified similarities and differences by
comparing "David's Family" and their own;
- described the roles and responsibilities of
various family members;
Assessment Strategies
Questions And Answers (oral)
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. Share information gained from one or two discoveries made about their families from last night's
homework.
Tell the children they will be hearing a story about another family.
2. Read aloud a book such as David's Father by R. Munsch.
3. Divide a piece of chart paper into two sections. On one side, have children identify characteristics of the
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-3
Input Lesson #2 - What is a Family?
Subtask 2
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
family in the story. On the other side, describe characteristics of their own families. Discuss similarities and
differences.
4. Go over the brainstorming with the students, identifying and highlighting key words that will be important
for this unit (e.g., adopted, grandmother, etc.) Add these words to your word wall. If there is no word wall,
these words may be displayed on a separate chart as unit vocabulary words.
5. Using the points from the above discussion, have students give their definitions of a family.
Formulate a class definition (e.g., A family is a group of people who care for one another.)
6 Give each student a unit folder to decorate. Ask them to consider the following when decorating their
folders:
How could you family members be illustrated?
What is important about your family?
What are special things your family does together?
Are there any important symbols in your family? e.g. Star of David, cross, flag, etc.
7. Students share their folders in groups of two or three with their peers.
Adaptations
1. Have a taped version of the story available for those students who need to listen to the story a second time.
2. A video of the story available may also be useful.
Resources
David's Father
Robert Munsch
So Much
Trish Cooke
Introducing Phoebe Gilman
Scholastic Canada Inc.
Chart Paper
1
Markers
2
Construction Paper or Folders
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-4
Input Lesson #2 - What is a Family?
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Subtask 2
50 mins
Notes to Teacher
Year-Long Study - "Important Canadians"
The teacher can use the author, Robert Munsch and the book David's Father, or another Canadian author
and book, as an introduction to a study of Canadians from our past and present. This study can be
introduced at the end of September or early October.
Robert Munsch can be the first in a series of Canadian authors along with Phoebe Gilman, Paulette
Bourgeois, Michael Kusugak, Itah Sadu etc. The content covered in these picture books can be linked to the
themes studied throughout the year contained in the Social Studies curriculum.
The teacher will present students with a portrait of him or herself as an important Canadian, setting a model
for students to follow throughout the year, i.e., personal biography, talents, interests and accomplishments.
Discussions will centre on how individual contributions help to make Canada a better place. Students will be
assigned days when they will present themselves to the class as, "Important Canadians." An "Important
Canadians" bulletin board may be created to display and highlight both authors and students.
The teacher may want to schedule the presentation of a new Canadian Author and Student portraits on the
first Friday of each month. The bulletin board display would be changed as new portraits are introduced.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-5
Input Lesson #3 - How Our Families Help Us
Subtask 3
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this lesson is to develop students' awareness of various family structures and the
responsibilities of family members. Students will view a story such as Amazing Grace on video. The
teacher will lead a discussion based on characters from the story, and questions will be encouraged
regarding roles, responsibilities and stereotypes.
Expectations
1z3 A
1z4 A
1z23
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– identify important past and present relationships in
their lives (e.g., with family members, friends, pets,
teachers);
– order a sequence of events (e.g., school day,
school year, class trip) orally and with pictorial
symbols;
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Teaching / Learning Strategies
Classifying
Think / Pair / Share
Technology
Assessment
The teacher will be looking for students who:
- can identify four ways that his/her family
help him/her; and
- demonstrate a beginning awareness of
stereotypes
Assessment Strategies
Performance Task
Questions And Answers (oral)
Assessment Recording Devices
Checklist
Teaching / Learning
1. View the Reading Rainbow videotape or read the book, Amazing Grace by Mary Hoffman and Caroline
Birch, or choose another suitable video or book.
2. Identify the family members in the video/book.
3. Review some of the family members discussed in Input Lesson #2.
4. On a chart, list the family members in the story (e.g., Ma, Nana). Have students identify who they are and
what role they play. Generate other names for the people in this family (e.g., Ma, Mother, Mere, Mama,
Grandmother, Nana, Nona, Bubi, Dad, Papa, Pere, etc.)
5. Think/Pair/Share. In groups of 2-3, have students think about the responsibilities of their family members
and how each member contributes to the family. Share their results with the whole group. The teacher
records family members and their different responsibilities. This is a good time to raise questions to address
issues of stereotype (e.g., Who does the cooking in your family? Who fixes and repairs things around your
home? Who goes to work? Who takes care of the children?)
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-6
Input Lesson #3 - How Our Families Help Us
Subtask 3
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
e.g.,
Mother - paints my bedroom
Father - reads to me
Grandmother - tells me stories
6. Give each student a piece of paper which they will fold into four equal sections. In each section, the
students will illustrate and write about "How My Family Helps Me" (e.g., My mother fixes my bike.)
Adaptations
1. Teacher scribes for students experiencing difficulty with writing.
Resources
Observation Checklist BLM 23
3_Observation Checklist.cwk
Amazing Grace
Mary Hoffman and Caroline Birch
Amazing Grace
Reading Rainbow
Chart Paper
1
Coloured Markers
4
Crayons or Pencil Crayons
8
11 1/2 x 14 blank paper
1
Notes to Teacher
1. The teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist
in their classrooms.
2. There may be students who have different cultural experiences that should not be judged by the teacher or
students.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-7
Input Lesson #4 - How We Help Our Families
Subtask 4
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this lesson is to further develop the students' concept of family responsibilities. The
students will listen to a story such as Piggybook by A. Browne and identify the consequences of not
fulfilling our responsibilities. Using a chart divided in half, the teacher will list brainstormed rules and
consequences.
Expectations
1z3
1z9 A
1z10 A
1z11 A
1z12 A
1z13 A
1z17
1z22
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– demonstrate an understanding of the need for
rules and responsibilities (e.g., need for protection,
for respect);
– identify and describe the rights and responsibilities
of family members (e.g., decision making, chores);
– identify rules in the home, at school, and in the
community (e.g., bedtime, no running on stairs,
looking before crossing the street);
– recognize and describe consequences of events
and actions that affect their lives (e.g., mother’s
being grateful for their playing with sibling);
– demonstrate an understanding of rights and
responsibilities in a way that shows respect for the
rights and property of other people (e.g., sharing,
being courteous, cooperating, not littering).
– sort and classify information (e.g., concerning
responsibilities of family members);
– explain how rules and responsibilities may change
over time (e.g., as a result of a new baby, a new
pet, a new grade, a move);
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Discussion
Graphing
Read Aloud
Assessment
The teacher will be looking for students who
are able to:
- to identify responsibilities;
- verbalize the need for responsibilities;
- understand the consequences of these
responsibilities not being met.
Assessment Strategies
Learning Log
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. Pre-reading discussion: Teacher initiates discussion using the following questions: What is a
responsibility? What are some of the responsibilities we have at home/school? Explain to the students that
you will be reading about one family and you would like them to identify the various family members'
responsibilities.
2. Teacher reads a book such as Piggybook by A. Browne. (Pay close attention to the illustrations as the
author uses these visual images to enhance his message.) Possible alternatives to the Piggybook are
provided in the Resources List. Teacher might stop at a strategic spot and have students predict what might
happen. What alternatives existed for solving the problem?
3. Debrief: The teacher asks the students to identify the learning that took place in the story (e.g., everybody
has a job in a family.) Discuss the following questions and list responses on a chart:
What were some of the jobs/responsibilities you saw in the book?
Who was doing the jobs?
Why did mom leave?
What happened when she left?
How did the pictures help to tell the story?
What did dad and the boys learn from this experience?
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-8
Input Lesson #4 - How We Help Our Families
Subtask 4
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
What are some of your own responsibilities?
4. Using graph paper, choose some of the responsibilities that the students generated and survey to see
which are the most common jobs (e.g., make my bed, set the table.)
5. Discuss the results of your class graph with the students. What does the graph show? (e.g., Some jobs
are appropriate for children and others are for adults.)
Adaptations
1. Have a taped version of the story available for those students who need to hear it a second time.
2. Increase time allowed for completion of the activity, if necessary.
Resources
At-A-Glance Anecdotal Tracking Sheet BLM 24
The Piggybook
4_Anecdotal Tracking.pdf
Pigsty
Mark Teague
Anthony Browne
Christopher, Please Clean Up Your Room! Itah Sadu
Jillian Jiggs To The Rescue
Phoebe Gilman
Chart Paper (1 cm cube)
1
Stickers
Assorted
Coloured Markers
4
Notes to Teacher
1. The teacher should be aware of, and sensitive to, the possible diversities in family structures which may exist
in their classrooms.
2. There may be students who have different cultural experiences that should not be judged by the teacher or
students.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-9
Input Lesson #5 - Rules and Responsibilities
Subtask 5
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is for students to identify rules in the home, school and community. The
teacher will use a book such as Boss for a Week by L. Handy in order to generate a class list of
appropriate and inappropriate rules for home, school and the community. In small groups, students will
use playing cards to record rules and consequences, which the teacher will use to create a class
gameboard.
Expectations
1e1
1e3
1e22
1e41
1e43
1z3
1z8
1z11 A
1z13 A
1z17
1z22
1z23
• communicate ideas (thoughts, feelings,
experiences) for specific purposes (e.g.,write a letter
to a friend describing a new pet);
• write simple sentences using proper punctuation
(i.e., periods);
• express clear responses to written materials,
relating the ideas in them (thoughts, feelings,
experiences) to their own knowledge and
experience;
• communicate messages, and follow basic
instructions and directions;
• listen and react to stories and recount personal
experiences;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– describe simple patterns that influence their daily
lives (e.g., the school day, week, year; seasons);
– identify rules in the home, at school, and in the
community (e.g., bedtime, no running on stairs,
looking before crossing the street);
– demonstrate an understanding of rights and
responsibilities in a way that shows respect for the
rights and property of other people (e.g., sharing,
being courteous, cooperating, not littering).
– sort and classify information (e.g., concerning
responsibilities of family members);
– explain how rules and responsibilities may change
over time (e.g., as a result of a new baby, a new
pet, a new grade, a move);
– order a sequence of events (e.g., school day,
school year, class trip) orally and with pictorial
symbols;
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Classifying
Assessment
Teacher uses anecdotal recording device to
track students' responses during discussion
and to record students' ability to
demonstrate their understanding of
concepts covered through identifying rules
and their consequences.
Assessment Strategies
Observation
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. Pre-reading. Review with the class what responsibilities are and why they are needed.
2. Teacher reads a book such as, Boss for a Week and leads the discussion about the changes Caroline
makes at home. (e.g., How do her daily choices affect Caroline and the members of her family?)
3. Have students share what they would do if they were boss for a week. Discuss with the students who
usually makes the rules in their homes.
4. Divide chart paper into three equal parts: Responsibilities at Home/School/Community. Explore with the
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-10
Input Lesson #5 - Rules and Responsibilities
Subtask 5
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
students:
What are some responsibilities/consequences that you have at home?
Taking out the garbage/House smells if it is not taken out.
What are some responsibilities/consequences that you have at school?
Walking in the hallway/May fall and bump my head if I run.
What are some responsibilities/consequences that you have in the community?
Putting trash in the garbage can/The streets will be filthy.
5. As a shared writing experience, the teacher records on the chart paper those rules and consequences
suggested by the children. The teacher may choose to colour-code the children's responses (i.e., blue for
responsibility and yellow for consequence).
6. Students each get an index card. The index cards may be colour-coded to match the teacher's chart.
Each child is assigned one of the rules or consequences to copy from the class chart onto their index card.
Explain to the students that these cards will be used for the game they will be playing.
7. The teacher collects the cards. The students sit in a large circle and the teacher invites the children to
create possible rules for the game. See BLM 3 for gameboard.
Possible Rules:
-how many players
-where to place the rules or consequence cards
-where to start on the gameboard
-where to finish
-how to move forward, backwards, etc. . . .
-what to do if someone can't answer a question, identify a rule or consequence
8. Once the class has decided on the game rules, the teacher and the class may try a practice run.
Adaptations
The teacher can write the information for ESL/ESD learners and they can illustrate it.
Resources
The 3 R's Game BLM 3
5_3_3 R's Board Game.pdf
Boss for a Week
L. Handy
Pencils and Erasers
1
Chart Paper
1
Markers
4
Index Cards
2
Playing Pieces
1
Dice
1-2
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-11
Input Lesson #5 - Rules and Responsibilities
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Subtask 5
50 mins
Notes to Teacher
Teacher needs to be sensitive to students' experiences and perspectives as they may be influenced by social
and cultural beliefs or values that may be different from North-American experience.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-12
Week Two - Activity Centre #1 - Family Tree
Subtask 6
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
Students will be creating a family tree banner using information gathered from the homework assignment in
Input Lesson #1. Students will identify family members on individual leaves, which will be organized on a
family tree. Students will create their individual banners using construction paper and/or fabric.
Expectations
1a25 A
1a26 A
1a27
1z4 A
• produce two- and three-dimensional works of art
that communicate ideas (thoughts, feelings,
experiences) for specific purposes;
• use the elements of design (colour, line, shape,
form, space, texture), in ways appropriate for this
grade, when producing and responding to works of
art;
• describe how the ideas in a variety of art works
relate to their own knowledge and experience;
– identify important past and present relationships in
their lives (e.g., with family members, friends, pets,
teachers);
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Classifying
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations.
The teacher will be looking for students who
are able to:
- produce three-dimensional works of art
- use the elements of design (colour, line,
shape, form, space and texture)
- identify family members
Assessment Strategies
Observation
Performance Task
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
The teacher provides his/her family banner as a visual reference model.
1. Each student in the group will choose a piece of felt or construction paper for their banner background.
2. Depending on the media used as a background, the students can either cut and paste or paint their tree
trunk. Using felt, students can cut out a tree trunk out of construction paper and glue it on the felt. Using
construction paper, the students can paint their tree trunk. As a tracer for the tree trunk the students can
use their forearm including their hand to form the tree trunk and branches of the tree. (They may wish to
work with a partner to do this.) The teacher may wish to cover tables or the work area with plastic sheeting
or any type of protective cover to make clean-up easier.
3. Using their homework assignment from Input Lesson #1, the students cut out their leaves. Each leaf is
glued onto a piece of construction paper, which is then cut out and pasted on the branches of their tree.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-13
Week Two - Activity Centre #1 - Family Tree
Subtask 6
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
4. Check for student understanding of instructions. Repeat and clarify instructions.
5. Provide as many visual clues as possible e.g., labelled diagrams of family members.
6. Completed banners are hung in the classroom using a dowel. See BLM 4.
Adaptations
Resources
Completed Family Tree Banner - BLM 4
6_4_Family Tree Banner.pdf
Felt or construction paper (12 x 18)
1
Construction paper - leaves
Assortment
Paint - Tree trunk
Variety
Dowel
1
Notes to Teacher
1. Depending on availability, any variety of materials can be used to create the banner e.g., fabric, felt,
construction paper, manilla paper, mural paper, corrugated paper, etc.
2. Dowels can be made out of twigs, yarn, clothes hangers, rulers, etc.
3. Students can record their family name on the front or back of their banner.
4. Have students make their own tree trunk tracers. Students place their elbow on the bottom edge of their
background. They lay their forearm and fingers flat on their background extending their fingers. They trace
their arm from their elbow to their fingers.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-14
Activity Centre #2 - What is a Family?
Subtask 7
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The students will draw all the members of their families, naming each person in their drawings. Each picture
will be accompanied by a number sentence denoting the number of males and females (e.g. 3 males + 2
females = 5 people in my family). Students will share their pictures and information within their groups and add
their drawings to the class wall graph.
Expectations
1m92 A
1m93
1z17
1z18
• collect, organize, and describe data using
concrete materials and drawings;
• interpret displays of data using concrete materials,
and discuss the data;
– sort and classify information (e.g., concerning
responsibilities of family members);
– construct and read for specific purposes concrete,
pictorial, and simple maps, graphs, charts, and
diagrams (e.g., to show timelines of the school day);
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Classifying
Graphing
Learning Centres
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations.
Assessment Strategies
Performance Task
Exhibition/demonstration
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. A wall graph may be set up as a bar graph in the classroom or hallway as it will require a large space. The
number of members in each family will run along the horizontal axis (2 members, 3 members, etc.) and the number
of families in each category, (1, 2, 3, 4, 5, etc.) will be represented on the vertical axis.
2. The students will draw a detailed picture of each of their family members on My Family Data Sheet using a
variety of markers or crayons. In the space provided, the students will complete the sentences using information
from their own family structures. See My Family Data Sheet - BLM 6.
3. The students will place their pictures in the appropriate column on the Wall Display Class Graph.
Adaptations
Have ESL and special needs students work with a partner to complete the "number sentences" on BLM 6.
Resources
My Family Data Sheet - BLM 6
7_6_Family Data Sheet.cwk
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-15
Activity Centre #2 - What is a Family?
Subtask 7
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Markers
Assortment
Paper 8 1/2 x 11
1
Crayons
Assortment
Mural Paper Grid
1
50 mins
Notes to Teacher
1. The teacher may provide students with a variety of crayons or markers that include skin colours and shades
which represent the diversity of the children and their families.
2. The teacher may choose to create the Family Graph on a large bulletin board or on mural paper outside the
classroom. The graph will have the headings: 2 people, 3 people, 4 people, etc. The graph should be
accessible to the students.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-16
Activity Centre #3 - How Our Families Help Us
Subtask 8
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is to have students identify their family members. Students will be creating a family
plate illustrating family members and writing about how family members help them.
Expectations
1a25 A
1a26
1e2
1e4 A
• produce two- and three-dimensional works of art
that communicate ideas (thoughts, feelings,
experiences) for specific purposes;
• use the elements of design (colour, line, shape,
form, space, texture), in ways appropriate for this
grade, when producing and responding to works of
art;
• organize information so that the writing conveys a
clear message (e.g., describe events in the proper
sequence: We went to see the dog. I liked him very
much. We took him home on the bus);
• produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations. See BLM 23.
Assessment Strategies
Performance Task
Observation
Assessment Recording Devices
Checklist
Anecdotal Record
Teaching / Learning
1. Students will use large paper plates to illustrate their families. See the Plate Stand Template - BLM 7.
Attention should be paid to the setting/background that best reflects their family (e.g., hockey arena, cottage,
temple).
2. Each student will be given a small recipe card on which they will identify family members and describe family
activities or interests. The recipe card will be glued to the back of the plate, e.g., Mom drives us to the arena. I
read the Qu'ran with my dad.
3. Students will use the template to make a stand for their plates. Each plate will be displayed in the classroom,
library, or school display cabinet.
Adaptations
The teacher may assist children with the written component of this exercise, i.e., scripting for students or editing for
specific spelling and punctuation when needed.
Resources
Family Plate Stand - BLM 7
8_7_Family Plate Stand.cwk
Large paper plates
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-17
Activity Centre #3 - How Our Families Help Us
Subtask 8
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Bristol Board (for plate stand)
1
Recipe Cards
1
Crayons/Pencil Crayons
Assortment
Scissors
1
Glue
1 bottle
50 mins
Notes to Teacher
Teacher should provide a variety of skin colour crayons or markers for students to illustrate themselves and their
families.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-18
Activity Centre #4 - How We Help Our Families
Subtask 9
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is to provide students with the opportunity to identify and recognize the importance
of working together as a family. Students will be creating a class big book that demonstrates the
consequences of not contributing to household tasks.
Expectations
1e3 A
1e6
1e7
1e1
1e2
1e4
1z3
1z9 A
1z10
1z11
1z12 A
1z13
1z17
1z22
• write simple sentences using proper punctuation
(i.e., periods);
• begin to revise written work, with the assistance of
the teacher;
• use and spell correctly the vocabulary appropriate
for this grade level;
• communicate ideas (thoughts, feelings,
experiences) for specific purposes (e.g.,write a letter
to a friend describing a new pet);
• organize information so that the writing conveys a
clear message (e.g., describe events in the proper
sequence: We went to see the dog. I liked him very
much. We took him home on the bus);
• produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– demonstrate an understanding of the need for
rules and responsibilities (e.g., need for protection,
for respect);
– identify and describe the rights and responsibilities
of family members (e.g., decision making, chores);
– identify rules in the home, at school, and in the
community (e.g., bedtime, no running on stairs,
looking before crossing the street);
– recognize and describe consequences of events
and actions that affect their lives (e.g., mother’s
being grateful for their playing with sibling);
– demonstrate an understanding of rights and
responsibilities in a way that shows respect for the
rights and property of other people (e.g., sharing,
being courteous, cooperating, not littering).
– sort and classify information (e.g., concerning
responsibilities of family members);
– explain how rules and responsibilities may change
over time (e.g., as a result of a new baby, a new
pet, a new grade, a move);
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Writing To Learn
Learning Centres
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations. See BLM 23.
Assessment Strategies
Observation
Performance Task
Assessment Recording Devices
Checklist
Anecdotal Record
Teaching / Learning
1. Teacher and students review the story by discussing the actions and consequences of the family in the story.
2. Each student is given a page from the class big book titled How Not to be a Pig ! See Class Big Book
Template - BLM 8. On the front of each page students illustrate and write about how they help at home, e.g., I
take out the garbage. On the back of the page students illustrate and write about what would happen if they
neglected their responsibilities, e.g., My house would look like a garbage dump.
3. When all students have completed the front and back of their pages the book is assembled by the teacher into
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-19
Activity Centre #4 - How We Help Our Families
Subtask 9
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
a class big book. A possible first verse might be...
In order to have a happy family,
We all have a responsibility,
So read our book and see what we've done.
When you follow the rules,
Work can be fun.
Adaptations
The teacher may assist children with the written component of this exercise, i.e., scripting for students or editing for
specific spelling and punctuation.
Resources
Piggybook- Big book template - BLM 8
9_8_Piggybook.cwk
Piggybook
Anthony Browne
Large drawing paper
1
Crayons or pencil crayons
Assortment
Pencils and erasers
1
Notes to Teacher
1. Teacher may cut the individual student pages into the shape of a pig's face. See BLM 8.
2. Students may be given the opportunity at a later date to share their big book with other classes.
3. Teacher may want to share the introductory verse with the students prior to publishing.
4. The teacher may choose to mount the pages of the Piggybook on wallpaper.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-20
Activity Centre #5 - Rules and Responsibilities
Family Matters
Subtask 10
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is for students to identify the rules and consequences at home, at school and in
the community. Students will use the game cards that they created in Input Lesson #5 and a generic playing
board created by the teacher. Students will use procedural writing to organize an explanation of how the
game is played.
Expectations
1e2 A
1e4 A
1z9
1z10
• organize information so that the writing conveys a
clear message (e.g., describe events in the proper
sequence: We went to see the dog. I liked him very
much. We took him home on the bus);
• produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);
– demonstrate an understanding of the need for
rules and responsibilities (e.g., need for protection,
for respect);
– identify and describe the rights and responsibilities
of family members (e.g., decision making, chores);
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Learning Centres
Writing To Learn
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations. See BLM 23.
Assessment Strategies
Self Assessment
Observation
Assessment Recording Devices
Checklist
Anecdotal Record
Teaching / Learning
1. In their small group, students play The Three R's Board Game (BLM 3) that they created with their teacher in
the previous input week. If time permits, the students may play the game twice.
2. Then, using BLM 9 - The Three R's: How to Play the Game, the students record their own rules for playing the
game.
3. Each students completes a self-assessment recording sheet (BLM 10 - How I Play the Game).
Adaptations
Peer coaching may be provided for ESL/ELD students and those students with special needs.
Resources
How To Play The 3 R's Game - BLM 9
10_9_How To Play.cwk
The 3 R's- Self-Assessment - BLM 10
10_3 R's Game Self-Assess.cwk
Pencils and erasers
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-21
Activity Centre #5 - Rules and Responsibilities
Family Matters
Subtask 10
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Playing cards (student created)
Playing Pieces
1
Dice
1-2
Notes to Teacher
1. The teacher may choose to enlarge The 3 R's Board Game, or it may be used as a File Folder Game.
2. Make sure class members have a clear understanding of group expectations for collaboration, turn-taking
and playing fair.
3. The board game can be a take-home activity.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-22
Week Three - Input Lesson # 6 - School Rules
Family Matters
Subtask 11
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
Using a book such as Lilly and the Purple Plastic Purse by K. Henkes, students will identify school rules
that enable them to work in a respectful, supportive environment. The teacher and students will
collaboratively create an experience chart that lists those school rules that promote respectful and safe
learning for all.
Expectations
1e22
1z9
1z11
1z13
• express clear responses to written materials,
relating the ideas in them (thoughts, feelings,
experiences) to their own knowledge and
experience;
– demonstrate an understanding of the need for
rules and responsibilities (e.g., need for protection,
for respect);
– identify rules in the home, at school, and in the
community (e.g., bedtime, no running on stairs,
looking before crossing the street);
– demonstrate an understanding of rights and
responsibilities in a way that shows respect for the
rights and property of other people (e.g., sharing,
being courteous, cooperating, not littering).
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Discussion
Read Aloud
Assessment
Teacher uses anecdotal recording device to
track students' responses during discussion
and to record students' ability to
demonstrate their understanding of
concepts covered through identifying rules
at school. See BLM 24.
Assessment Strategies
Questions And Answers (oral)
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. The teacher reads a book like Lilly and the Purple Plastic Purse by Kevin Henkes.
2. As a class, discuss the various issues present in the books. If Lilly and the Purple Plastic Purse is read,
the following questions could be used.
- I wonder why this author wrote this story?
- Was the teacher fair in taking the purse? Why or why not?
- Why did Lilly ignore her teacher's request? (What conditions prompt us to break the rules? e.g., anger,
excitement)
- How did Lilly feel about her teacher after he took her purse?
- How did Lilly resolve the problem?
3. Using instant photos of different areas of the school (e.g., hallway, washroom, classroom, library,
computer lab, slide, field etc.) as visual references, discuss some of the rules followed at their school. How
do we know these rules? Consider where we find these rules, e.g., part of the School Code of Conduct,
posted in the classroom).
4. Divide your chart paper into the various parts of the school and attach the corresponding instant picture to
the section (students need to refer to this chart during Activity Centre #6 in order to copy the sentences into
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-23
Week Three - Input Lesson # 6 - School Rules
Family Matters
Subtask 11
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
their individual accordion booklet). As a shared writing experience, the teacher records 1-2 rules for each
area in the school.
5. Share the accordion booklet with the students. Explain to the students that they will be choosing four of
these rules to copy and illustrate in their own booklet.
Adaptations
The teacher may assist children who need help with the written component of this exercise, i.e., scripting for
students or editing for specific spelling and punctuation.
Resources
Lilly's Purple Plastic Purse
Kevin Henkes
Photos of different school areas
Assortment
Accordion booklet from Activity Centre #6 1
Chart paper
1
Coloured markers
Assortment
Notes to Teacher
1. This is a good time to introduce or review the school's code of conduct. The teacher should have a copy to
refer to and to share with the students.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-24
Input Lesson #7 - Bullying
Family Matters
Subtask 12
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
View a video such as Coping with Bullying from the Be Cool series, and discuss the problems and
feelings associated with bullying, as well as possible solutions. Divide the students into small groups.
Each group will be given a problem related to bullying, and the group will role-play possible solutions to
their problem.
Expectations
1a48 A
1z14
1z21
• solve problems in everyday situations through role
playing and movement in drama and dance.
– use appropriate vocabulary (e.g., change,
seasons, rights, responsibilities, respecting rules,
cooperating, being courteous) to describe their
inquiries and observations;
– identify an area of concern and contribute to a
school activity connected with it(e.g., conflict
resolution);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Discussion
Role Playing
Technology
Read Aloud
Assessment
Teacher uses a tracking sheet to track
students' responses during the discussion
and to record students' ability to
demonstrate their understanding of
concepts covered throughout the lesson.
See BLM 23.
Assessment Strategies
Classroom Presentation
Observation
Performance Task
Questions And Answers (oral)
Assessment Recording Devices
Checklist
Teaching / Learning
1. Teacher reads a story like Willy the Champ by Anthony Browne. Using the illustrations in the book as a
prompt (e.g., Willy cornered by the bully against the brick wall), discuss the characteristics and feelings of a
victim and a bully.
2. Have children relate personal bullying experiences. Discuss strategies that they have used to deal with
bullying situations.
3. Introduce the Coping with Bullying or alternate video series and explain that they will be learning further
strategies for dealing with bullying.
4. After the video, discuss the terminology introduced in the video (Hot/Cold/Cool Responses). Use some of
these terms to create a chart of anti-bullying slogans. Tell the students that next week they will have the
opportunity to create an anti-bullying poster and they may select one of these slogans (or they can think of
their own).
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-25
Input Lesson #7 - Bullying
Family Matters
Subtask 12
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
5. Get the students ready for role-play. Instruct students that whenever they're role-playing, the school
code of conduct and classroom rules always apply.
Students are paired and given an "A" or "B" role. The teacher assigns a bully role to the "A's" and a victim
role to the "B's." Provide the students with the following scenario:
The Bully (A's) - You forgot your lunch and you demand B's pizza lunch.
The Victim (B's) - You have your favourite lunch - pizza and a bully (A's) wants to take it away from you.
6. Allow students time to work through their scenarios. Circulate to provide guidance and suggestions.
7. Students share their scenarios and receive questions and comments.
8. If time permits, students reverse roles.
Adaptations
1. Teacher needs to consider language competencies and confidence levels in student pairs and provide support
where needed.
2. Some students may need additional time to work through their scenarios.
Resources
Bully For You
Toni Goffe
Chrysanthemum
Kevin Henkes
Elbert's Bad Word
Audrey Wood
Emily Umily
Kathy Corrigan
Half Wild and Half Child
Lizi Boyd
John Patrick Norman McHennessy: The
Boy Who Was Always Late
I am not a Crybaby
John Burningham
Hooway for Wodney Wat
Helen Lester
The Meanest Thing to Say
Bill Cosby
How do I feel about Bullies and Gangs
Julie Johnson
Who's Afraid of the Big Bad Bully
Teddly Slater
Willy and Hugh
Anthony Browne
Name Calling
Itah Sadu
Ruby the CopyCat
Peggy Rathmann
Norman Simon
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-26
Input Lesson #7 - Bullying
Family Matters
Subtask 12
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Willy the Champ
Anthony Browne
The "Be Cool Series": Coping With
Bullying
TV/VCR
James Stanfield Company, Inc.
1
Notes to Teacher
1. This lesson may require a double session or it may be integrated into other subjects.
2. An extensive "Bullying" reference list is provided from which alternative stories may be chosen.
3. This lesson lends itself well to a Learning Buddies activity.
4. Choose a bullying scenario that reflects issues in your classroom/school.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-27
Input Lesson #8 - Story Necklace
Family Matters
Subtask 13
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this lesson is to help students develop an understanding of the important events in their
lives. The teacher will read a story like Love You Forever by R. Munsch. Students will retell the
sequence of events in the story as the teacher uses a circular story map to demonstrate the cyclical
nature of timelines in our lives. The teacher will prepare and share his/her own timeline in the form of a
story necklace. Students will be asked to create their own story necklaces as a homework assignment.
Expectations
1e43
1z1
1z2
1z4
1z6
1z7
1z14
1z20
1z22
1z23
1z24
• listen and react to stories and recount personal
experiences;
• identify significant people, places, and events in
their lives, and some significant people in Canada in
the past and present;
• create simple timelines to describe changes over
time;
– identify important past and present relationships in
their lives (e.g., with family members, friends, pets,
teachers);
– describe significant places in their lives (e.g., the
park, their bedroom, their classroom);
– identify significant events in their lives (e.g., their
first day of school, a trip);
– use appropriate vocabulary (e.g., change,
seasons, rights, responsibilities, respecting rules,
cooperating, being courteous) to describe their
inquiries and observations;
– identify factors that might cause rules to change
(e.g., maturity, location, weather, seasons) and
describe the changes;
– explain how rules and responsibilities may change
over time (e.g., as a result of a new baby, a new
pet, a new grade, a move);
– order a sequence of events (e.g., school day,
school year, class trip) orally and with pictorial
symbols;
– create a simple timeline (e.g., pictorially) to show
relevant family history.
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Homework
Sketching To Learn
Story Telling
Assessment
Teacher uses anecdotal recording device to
track students' responses during discussion
and to record students' ability to
demonstrate their understanding of
concepts covered throughout the lesson.
See BLM 24.
Assessment Strategies
Observation
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. The teacher reads a book like Love You Forever by Robert Munsch.
2. As a class, discuss the various themes (i.e., life cycles, relationships, feelings, changes) presented in the
book:
- What types of activities did the boy do as a baby/teen/adult?
- How do you know the mother loved her son?
3. The teacher uses a circular story map (BLM 11) and, as a shared writing experience, he/she records the
events in the story as recalled by the students.
4. Using a personal story necklace, the teacher then tells the story of his/her own life. The teacher needs to
model sequential vocabulary such as first, second, then, next, finally, and also by choosing key significant
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-28
Input Lesson #8 - Story Necklace
Family Matters
Subtask 13
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
events. The teacher retells his/her own life story using photographs, pictures and other personal artifacts
(e.g., key to first house, miniature watering can, a strand of baby hair, etc.) attached to a story necklace.
The teacher uses a coloured paper clip to attach one item after the other to the necklace as the story
progresses.
5. Encourage the students to ask questions in order to gain more information about the teacher's story.
6. The teacher will give each student a large re-sealable bag containing an assignment task sheet (BLM 12),
large paper clips, plastic multi-coloured paper clips and recipe cards. Students will be instructed to use the
material in the bag to construct their own life story at home. These will be due the following week for Activity
Centre #8 where the students will be presenting their story necklace to their group.
Adaptations
1. For students unable to complete the homework assignment, the teacher may need to make time to help the
student create one during school time.
2. Students who require extra teacher attention or who are developing their language skills may sit close to the
teacher where the teacher can direct and support student learning.
Resources
Circular Story Map - BLM 11
13_11_Circular Story Map.cwk
Story Necklace H/W Assignment - BLM 12
13_12_Necklace Homework.pdf
Love You Forever
Robert Munsch
The Giving Tree
Shel Silverstein
Window
Jeannie Baker
The Memory String
Eve Bunting
The Memory Stone
Anne Louise MacDonald
Teacher's personal story necklace
1
Homework bag (plastic multi-coloured
paper clips, artifacts, re-sealable bag,
recipe cards)
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-29
Input Lesson #8 - Story Necklace
Family Matters
Subtask 13
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Notes to Teacher
1. Plastic paper clips and recipe cards can be purchased at many stores.
2. Encourage students to bring in photographs, and "light" artifacts for their story necklaces, e.g., a lost tooth,
lock of hair).
3. Teacher must stress that students practise retelling their stories for their families first before presenting to their
peers the following week.
4. Encourage students to label each story item with a number to assist them with sequencing.
5. Limit the story items to 6 artifacts (include only 6 recipe cards).
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-30
Input Lesson #9 - Change
Family Matters
Subtask 14
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this lesson is to provide students with an understanding of how responsibilities change.
Using stories like The Baby Sister by T. de Paola, and Darcy and Gran Don't Like Babies by J. Cutler,
students will compare the similarities and differences between two stories using a Venn diagram.
Expectations
1z12
1z17
1z18
1z20
1z22
– recognize and describe consequences of events
and actions that affect their lives (e.g., mother’s
being grateful for their playing with sibling);
– sort and classify information (e.g., concerning
responsibilities of family members);
– construct and read for specific purposes concrete,
pictorial, and simple maps, graphs, charts, and
diagrams (e.g., to show timelines of the school day);
– identify factors that might cause rules to change
(e.g., maturity, location, weather, seasons) and
describe the changes;
– explain how rules and responsibilities may change
over time (e.g., as a result of a new baby, a new
pet, a new grade, a move);
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Classifying
Read Aloud
Story Mapping
Assessment
The teacher is looking for students to:
- identify the events/feelings and
responsibilities in each book, and
- identify changes in her/his own life
See BLM 24.
Assessment Strategies
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. The teacher reads two books that deal with change in families. The teacher may choose to read these
books at separate times or together.
2. After reading both books the teacher will use a Venn diagram (BLM 13), to record similarities and
differences of events/feelings and responsibilities between the two stories.
DIFFERENCES: Book: Darcy and Gran Don't Like Babies
- new baby
-grandma understands her problem
-mom/dad
DIFFERENCES: Book: My Mother's Getting Married
- mom gets married - new dad
- mom tries to support her
- mom and herself
SAME:
- confused/angry
- same love
- jealous
- happier before because got more attention
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-31
Input Lesson #9 - Change
Family Matters
Subtask 14
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
- both happy with new changes in end
- both need time
3. Using the information from the Venn diagram, the teacher will invite students to identify important changes
in their own homes and lives, what caused the changes and how these changes affected their
responsibilities.
Record the information on a chart with the following headings:
a. Who? (e.g., Sharon and Amit)
b. What happened? (Sharon and Amit moved to a new house)
c. How did the responsibilities change? (finding new friends, helping get house settled, starting new school,
different house rules)
Adaptations
1. Have a taped version of the stories available for those students who need to hear it a second time.
2. Use drama to act out family/school events that have changed and how they made you feel.
Resources
Venn Diagram - BLM 13
14_13_Venn Diagram.pdf
Darcy and Gran Don't Like Babies
Jane Cutler
My Mother's Getting Married
Joan Drescher
Chart paper (Venn diagram)
1
Chart paper (table with 3 headings)
1
Markers
1
Notes to Teacher
1. This lesson may take longer than 60 minutes.
2. The teacher may prefer reading the stories at different times of the day in order to allow students time to
absorb the events in each story.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-32
Input Lesson #10 - Interviewing
Family Matters
Subtask 15
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
Using a book like Knots on a Counting Rope by B. Martin Jr., teacher and students discuss how elders
carry on traditions and stories that tell about family members and their lives. The teacher and students will
create a list of possible interview questions which will be reproduced and sent home as a homework
assignment. The information from this assignment will be used in Activity Centre #10.
Expectations
1z15
1z16
1z19
1z20
– ask questions to gain information and explore
alternatives (e.g., ask why rules would change);
– locate information from primary sources (e.g.,
interviews, eyewitness visitors, class trips) and
secondary sources (e.g., maps, illustrations, print
materials);
– present the results of focused inquiries (e.g., a
study of school rules), using simple demonstrations,
drawings, and oral and written descriptions.
– identify factors that might cause rules to change
(e.g., maturity, location, weather, seasons) and
describe the changes;
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Interview
Homework
Brainstorming
Research
Advance Organizer
Assessment
The teacher is looking for students to:
- identify those people who are elders in
their own family
- contribute to the list of possible interview
questions to ask their elders
Assessment Strategies
Observation
Questions And Answers (oral)
Learning Log
Assessment Recording Devices
Checklist
Teaching / Learning
1. The teacher reads a story like Knots on a Counting Rope by Bill Martin, Jr.
2. The teacher facilitates a discussion with the students about the child's relationship with his grandfather.
At this time, the grandfather can be identified as an "elder", a person from whom the child learns of his
personal history and the traditions valued by his people.
3. The teacher tells the children that they will be selecting an elder from their family or community. As a class,
teacher and students generate a list of questions from which they can learn more about their elders and
themselves.
Sample questions:
"How are things the same or different from when you were growing up?"
"What is an important thing that you can tell me about you?"
" What is an important thing that you know about me?"
" What is the most important thing that I can learn from you?
" What would you like to teach me?"
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-33
Input Lesson #10 - Interviewing
Family Matters
Subtask 15
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
4. The teacher tells the children that they will be conducting an interview with their chosen elder.
The teacher distributes the Interview Booklet (BLM 14). The students choose four questions from the chart to
record in their booklets (1 per page).
5. Once the questions have been copied, the booklet is sent home and the questions are answered and
illustrated at home.
Adaptations
1. Some students may need help scripting, more time for writing, or a reduction in the number of questions
recorded.
2. Some children may want to tape their interviews.
Resources
Interview Booklet - BLM 14
15_14_Interview Booklet.pdf
Knots on a Counting Rope
Bill Martin, Jr.
Grandfather's Journey
Allen Say
We Are All Related
George Littlechild
Something From Nothing
Phoebe Gilman
Once There Were Giants
Martin Waddell and Penny Dale
Chart Paper
1
Markers
Assortment
Pencils and Erasers
1
Notes to Teacher
1. Students will need a few days to collect this information.
2. The teacher may wish to invite a colleague to share the reading of the story as it is well suited as a read-aloud
for two voices.
3. Teachers may want to consider inviting elders to the classroom to conduct interviews. For children who do not
have "elders" in their family, they may bring an older friend or neighbour to the classroom. Some children may
share an "elder" with a classmate.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-34
Week Four - Activity Centre #6 - School Rules
Family Matters
Subtask 16
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is to have students demonstrate their knowledge and understanding of school
rules. Using the experience chart created in Input Lesson #6, students will select, illustrate and record safety
rules in an individual booklet.
Expectations
1e3
1z9
1z11 A
1z13 A
• write simple sentences using proper punctuation
(i.e., periods);
– demonstrate an understanding of the need for
rules and responsibilities (e.g., need for protection,
for respect);
– identify rules in the home, at school, and in the
community (e.g., bedtime, no running on stairs,
looking before crossing the street);
– demonstrate an understanding of rights and
responsibilities in a way that shows respect for the
rights and property of other people (e.g., sharing,
being courteous, cooperating, not littering).
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Writing To Learn
Read Aloud
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations. See BLM 23.
Assessment Strategies
Observation
Assessment Recording Devices
Anecdotal Record
Checklist
Teaching / Learning
1. The teacher will bring the School Safety Chart created during Input Lesson #6 to the centre. The teacher and
the class review the ideas that were shared during Input Lesson #6.
2. In the accordion-folded shape booklet found at the centre (BLM 15), students record 3-4 ideas about rules at
school.
Children may write their ideas independently or use the chart as a reference.
3. Once copied and edited with the teacher, the booklet will be illustrated and shared with members of the class
and the school community, e.g., principal, librarian, caretaker.
Adaptations
1. Those children who have difficulty writing independently may copy the rules directly from the class chart.
2. Different coloured markers may be used to highlight or help students find the rules that they are seeking.
3. Photographs also offer visual support in finding and organizing information.
Resources
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-35
Week Four - Activity Centre #6 - School Rules
Family Matters
Subtask 16
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Safety at School Booklet - BLM 15
16_15_Safety School Book.pdf
Safety at School Chart from Input Lesson 1
#6
Markers, Crayons, Pencil Crayons
Assortment
Pencils, Erasers
1
Notes to Teacher
1. The accordion booklets are pre-folded. The covers can be cut into whichever shapes the teacher chooses
(e.g., school bus, school building). Several shapes may be provided to offer student choice.
2. Completed booklets can be displayed in the classroom.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-36
Activity Centre #7 - Bullying
Family Matters
Subtask 17
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is for students to demonstrate their understanding of the effects of bullying. By
creating posters, students will promote a safe school environment. The purpose of this activity is to create
posters that will inform and engage the school community in the issue of prevention of bullying.
Expectations
1z21 A
1a25 A
– identify an area of concern and contribute to a
school activity connected with it(e.g., conflict
resolution);
• produce two- and three-dimensional works of art
that communicate ideas (thoughts, feelings,
experiences) for specific purposes;
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Centres
Sketching To Learn
Assessment
The finished product is evaluated using the
attached rubric.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Teaching / Learning
1. Students will have the opportunity to observe a selection of posters prior to beginning their activity. Posters
should be located in the same area where students will be creating their own posters.
2. Students select an anti-bullying slogan from the class chart developed during Input Lesson #7.
3. Using a variety of materials, e.g., markers, crayons, paints, pastels, etc. students create a 12 x 18 poster
depicting an aspect of bullying, e.g., "Bullying hurts!"
4. Each student will be given the opportunity to share their poster with the class before deciding where they want
to display it in the school.
Adaptations
Resources
Bullying Poster Rubric
Colouring materials
Assortment
Paper 12 x 18
1
Selection of posters
Assortment
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-37
Activity Centre #7 - Bullying
Family Matters
Subtask 17
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Chart of Anti-bullying slogans
1
Notes to Teacher
1. Check for student understanding of instructions before beginning task.
2. Check on progress often in first few minutes of work, i.e., they're not spending too much time looking at
posters, helping them make a decision etc.
3. The teacher needs to supply the students with an assortment of posters for their reference. The
teacher-librarian may be a good source for posters that aim at persuading people not to engage in inappropriate
behaviour, e.g., anti-smoking posters, anti-racism posters, etc.
Examples of good posters will include:
-bright colours
-brief message
-bold text
-strong lines
4. Students' posters may be laminated.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-38
Activity Centre #8 - Story Necklace
Family Matters
Subtask 18
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this centre is to give students the opportunity to present their timeline story necklace to the
class. Each student will have approximately ten minutes to present the story necklace he/she completed for
homework.
Expectations
1e43 A
1z19
1z23
• listen and react to stories and recount personal
experiences;
– present the results of focused inquiries (e.g., a
study of school rules), using simple demonstrations,
drawings, and oral and written descriptions.
– order a sequence of events (e.g., school day,
school year, class trip) orally and with pictorial
symbols;
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Learning Centres
Retelling
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations.
Assessment Strategies
Classroom Presentation
Assessment Recording Devices
Checklist
Anecdotal Record
Teaching / Learning
Students will be using the story necklaces assigned from homework in Input Lesson #8.
1. Students take turns retelling their personal stories using artifacts as a guide for ordering their timeline.
2. Each presentation will be followed by a brief question or comment period. Students may use the following
oral framework:
- I liked...
- Could you tell me more about...
- Have you thought about... for next time.
3. After all students have presented, they will have the opportunity to reflect on ONE presentation in their
learning logs. They may use the following prompts:
- Today I heard about...
- It made me think of...
- I wonder...
See BLM 17.
Adaptations
Provide students who did not complete their homework assignment with the materials to create it during class time.
Learning buddies, adult volunteers or students who have finished their story necklaces may help these students.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-39
Activity Centre #8 - Story Necklace
Family Matters
Subtask 18
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Resources
Story Necklace Reflection Sheet - BLM 17
18_17_Necklace Reflection.pdf
Student story necklaces
1
Learning Logs
1
Notes to Teacher
1. Before activity centres are started, remind students to return their homework assignment.
2. If time permits, the teacher may encourage the students to present their story necklaces to other classrooms
and to administrators.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-40
Activity Centre #9 - Change
Family Matters
Subtask 19
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The purpose of this activity is to have students recognize the importance of change through role-play.
Students will be listening to a taped story, discussing it and retelling the story with a focus on solving conflicts
that are a result of change. Students will use classroom puppets to create new endings to their story.
Expectations
1a48
1z20
• solve problems in everyday situations through role
playing and movement in drama and dance.
– identify factors that might cause rules to change
(e.g., maturity, location, weather, seasons) and
describe the changes;
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Puppetry
Technology
Retelling
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations. See BLM 24.
Assessment Strategies
Classroom Presentation
Observation
Performance Task
Assessment Recording Devices
Anecdotal Record
Checklist
Teaching / Learning
1. Students listen to a taped version of a story based on change. Assign a different book/tape for each group
(see Resources and Subtask Notes).
2. As a group, students discuss specific challenges and solutions related to the story.
3. Using classroom puppets, students retell their story. The teacher may use commercially-made puppets or
students may create their own prior to this activity.
4. Students can retell their story a second time, creating a new ending to the story.
5. Students share their plays with the class.
Adaptations
Students may need to listen to the story more than once.
Resources
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-41
Activity Centre #9 - Change
Family Matters
Subtask 19
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Alexander, Who's Not (Do you hear me? I
mean it!) Going to Move
My Mother's Getting Married
Judith Viorst
Lights for Gita
Rachna Gilmore
My Wicked Stepmother
Norman Leach and Jane Browne
Alison's House
Maxine Trottier
Katie's Babbling Brother
H.J. Hutchins and Ruth Ohi
Ira Sleeps Over
Bernard Weber
Commercially or student-made puppets
(e.g., paper bag or popsicle stick, etc.
Cassette Player or Headphones
Assortment
Joan Drescher
1
Notes to Teacher
1. Use any books related to life cycle change. Provide each group with a different book/tape.
2. If using commercially-purchased puppets, ensure puppets reflect a diverse ethnic population.
3. It time permits, the teacher may want to videotape the plays.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-42
Activity Centre #10 - Interviewing
Family Matters
Subtask 20
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
Students will use information gathered through interviews with an elder to create a computer
presentation. Students will be using the Storybook Weaver or similar computer software.
Expectations
1z15
1z16
1z19 A
1e5 A
1e47 A
– ask questions to gain information and explore
alternatives (e.g., ask why rules would change);
– locate information from primary sources (e.g.,
interviews, eyewitness visitors, class trips) and
secondary sources (e.g., maps, illustrations, print
materials);
– present the results of focused inquiries (e.g., a
study of school rules), using simple demonstrations,
drawings, and oral and written descriptions.
• use some materials from other media (e.g.,
computer clip-art) to enhance their writing;
• create some simple media works;
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Advance Organizer
Technology
Learning Centres
Computer Assisted Learning
Assessment
Using a student tracking sheet, the teacher
will write an anecdotal comment or a rating
based on the chosen expectation and/or
other relevant observations.
Assessment Strategies
Performance Task
Assessment Recording Devices
Anecdotal Record
Checklist
Teaching / Learning
1. Using the interview booklet (BLM 14) completed as homework during Input Lesson #10, students choose
information from their booklet that they wish to put onto one page in Storybook Weaver, or similar software.
2. Students may add details using the Storybook Weaver program or may leave the area blank for their own
illustrations.
Adaptations
1. Increase the time allowed for completion of the task.
2. Provide peer coaching to assist in task completion.
Resources
storybook weaver
Computers
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-43
Activity Centre #10 - Interviewing
Family Matters
Subtask 20
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Notes to Teacher
1. Students should have had prior experience with Storybook Weaver or similar software.
2. The students can be booked into the computer lab or the library to work in small groups. Parent
volunteers or learning buddies may assist.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-44
Week Five - Collections
Family Matters
Subtask 21
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
The teacher and students will revisit the KWL chart created at the beginning of the unit. Students will identify
and discuss the knowledge and skills that they learned throughout the unit. Students will be given the
opportunity to select four artifacts that best demonstrate this learning. Students will discuss their choices in
small groups.
Expectations
1e43
1e45
1m92
1z1
1z2
1z3
• listen and react to stories and recount personal
experiences;
• apply some of the basic rules of participating in a
conversation and working with others;
• collect, organize, and describe data using
concrete materials and drawings;
• identify significant people, places, and events in
their lives, and some significant people in Canada in
the past and present;
• create simple timelines to describe changes over
time;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
Groupings
Students Working Individually
Students Working In Small Groups
Students Working In Pairs
Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Discussion
Oral Explanation
Retelling
Think / Pair / Share
Assessment
The teacher is looking for students who are
able to:
- select four artifacts
- verbally express what they have learned
See BLM 23.
Assessment Strategies
Questions And Answers (oral)
Observation
Exhibition/demonstration
Portfolios
Assessment Recording Devices
Checklist
Teaching / Learning
1. In a large group, the teacher and students revisit the KWL chart created at the beginning of the unit.
Review what the students already knew and what they wanted to learn. On another column, list the new
learning that the students identify.
2. The teacher describes the culminating task (BLM 18). The teacher uses open-ended questioning to guide
and focus the students' responses.
e.g., Student: I learned that rules and responsibilities are important.
Teacher: Can you give me an example of how you learned that?
Student: When I did the Piggybook I learned that if I don't do my chores at home, then there are
consequences.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-45
Week Five - Collections
Family Matters
Subtask 21
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
When I played The Three R's Game I learned I could win if I followed the rules.
3. Using the prepared word/picture cards or photographs of the various artifacts created throughout the unit,
the teacher identifies and sorts what the students have learned with each artifact.
The teacher guides the students' thinking by asking:
Which of these activities tells us about:
- families
- change
- rules at home, school and the community
- timeline
4. The teacher selects a student volunteer to choose an artifact and answer the question: What did you
learn from that activity? The teacher continues to select student volunteers until each artifact has been
chosen and discussed.
5. In their small groups, students individually select four artifacts. Each student is given 5-10 minutes to think
about what he/she has learned and what they want to say about each artifact. The student picks a buddy
with whom they will share their artifacts.
6. The teacher selects one person from each group to orally present their artifacts to the class.
Adaptations
The teacher should select volunteers who feel confident to share their learning. Second-language learners may
be paired with more proficient speakers.
Resources
Family Matters Culminating Task - BLM 18 21_18_Family Culminating.cwk
Teacher prepared word/picture cards
Assortment
KWL Chart
1
Student portfolios
1
Notes to Teacher
1. The teacher needs to prepare word / picture cards that depict each of the artifacts from the activity centres.
If the teacher has access to an instant camera or a digital camera, photos taken throughout the unit could be
used to showcase each of the artifacts.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-46
Culminating Task - Script First Draft
Family Matters
Subtask 22
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Description
Using the script framework BLM 19, students will write a detailed report for each artifact they have selected.
These first drafts will be shared with a partner for revising and editing. The scripts will be handed to the
teacher for final editing. The teacher uses this time to begin conferencing with individual students in order to
assess their understanding of the concepts covered throughout the unit.
Expectations
1e7 A
1e8 A
1e21
1e22 A
1z19 A
1e4
1e6
1z1 A
1z2 A
1z3 A
• use and spell correctly the vocabulary appropriate
for this grade level;
• use correctly the conventions (spelling, grammar,
punctuation, etc.) specified for this grade level (see
below).
• read independently, using reading strategies
appropriate for this grade level;
• express clear responses to written materials,
relating the ideas in them (thoughts, feelings,
experiences) to their own knowledge and
experience;
– present the results of focused inquiries (e.g., a
study of school rules), using simple demonstrations,
drawings, and oral and written descriptions.
• produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);
• begin to revise written work, with the assistance of
the teacher;
• identify significant people, places, and events in
their lives, and some significant people in Canada in
the past and present;
• create simple timelines to describe changes over
time;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Writing Process
Conferencing
Assessment
The teacher uses the Culminating Task
Rubric (Relationships, Rules and
Responsibilities) as a summative assessment
for the unit.
Assessment Strategies
Conference
Portfolios
Assessment Recording Devices
Teaching / Learning
1. In a large group, the teacher selects a student to share his/her script and be a reporter. Using the script
framework on overhead, (Script Framework BLM 19), the teacher records the student's oral recount of the learning
for each artifact.
2. The script frameworks are distributed and students begin their first drafts of their scripts.
3. As the students are writing, the teacher is conferencing with students and uses the Culminating Task Rubric
(Relationships, Rules and Responsibilities) to assess their learning throughout the unit.
4. Students are encouraged to share their completed scripts with 2-3 peers while the teacher is conducting
student conferences.
Adaptations
1. Parent volunteers, learning buddies, peer tutors and co-operative students can be used to assist students with
their writing.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-47
Culminating Task - Script First Draft
Family Matters
Subtask 22
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 mins
Resources
My Report - Script Framework - BLM 19
22_19_My Report.pdf
Pencils and erasers
1
Photocopies - Script Framework for
Students
Student portfolios
1
1
Notes to Teacher
1. The students may stamp their first draft copies of their script frameworks using a "DRAFT" stamp.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-48
Culminating Task - Script Final Draft
Subtask 23
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 x mins
Description
Edited frameworks are returned to students in order for them to complete their final copies. The teacher
continues to conference with individual students in order to assess their understanding of the concepts
covered throughout the unit.
Expectations
1e8 A
1e4
1e6
1e7 A
1e21
1e22 A
1z1 A
1z2 A
1z3 A
1z19 A
• use correctly the conventions (spelling, grammar,
punctuation, etc.) specified for this grade level (see
below).
• produce short pieces of writing using simple forms
(e.g., stories, descriptions, lists of information);
• begin to revise written work, with the assistance of
the teacher;
• use and spell correctly the vocabulary appropriate
for this grade level;
• read independently, using reading strategies
appropriate for this grade level;
• express clear responses to written materials,
relating the ideas in them (thoughts, feelings,
experiences) to their own knowledge and
experience;
• identify significant people, places, and events in
their lives, and some significant people in Canada in
the past and present;
• create simple timelines to describe changes over
time;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
– present the results of focused inquiries (e.g., a
study of school rules), using simple demonstrations,
drawings, and oral and written descriptions.
Groupings
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Writing Process
Conferencing
Assessment
The teacher uses the Rubric BLM 19 as a
summative assessment for the unit.
Assessment Strategies
Portfolios
Conference
Assessment Recording Devices
Rubric
Teaching / Learning
1. Student volunteers can share their writing with the class. Encourage class input for revisions, comments and
questions after each presentation. Students who are ready for their final drafts are given a new copy of the script
framework to transfer their writing. See Script Framework BLM 19.
2. The teacher reviews writing expectations for final copies, e.g., beginning sentences with uppercase letters,
ending sentences with periods and using word banks and personal and classroom dictionaries to spell unfamiliar
words.
3. Students continue to complete their rough drafts or begin their final drafts.
4. The teacher continues to hold teacher-student conferences.
Adaptations
Parent volunteers, learning buddies, peer tutors and co-operative students can be used to assist students with
their writing.
Resources
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-49
Culminating Task - Script Final Draft
Subtask 23
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 x mins
Relationships, Rules and Responsibilities
Pencils and erasers
1
Dictionaries
Assortment
Notes to Teacher
Completed final drafts are given to the teacher for a final editing check.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-50
Rehearsal
Subtask 24
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 x 2 mins
Description
Students will be given the opportunity to practise presenting scripts and artifacts to another class. The
teacher and students will create a presentation schedule outlining the order of events for the Family
Matters culminating task. This will include classroom displays, a computer presentation and scripted
reports and the music and drama presentations. Learning buddies, administration staff or other classes
may be invited to be an audience.
Expectations
1z2 A
• create simple timelines to describe changes over
time;
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Rehearsal / Repetition / Practice
Peer Practice
Assessment
Assessment Strategies
Performance Task
Observation
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
1. Using chart paper, discuss and record a suggested sequence of events for the Family Matters presentation.
2. As a shared writing experience, teacher and students compose a letter inviting parents to the event
(BLM 21).
3. In their role as reporters, students may use a clipboard to hold their scripts. Teacher and students rehearse
presentations.
4. The students perform a dress rehearsal for special guests, e.g., reading buddies, grade buddies, administration
staff, etc.
Adaptations
1. Provide support for those students who may lack confidence and communication skills.
2. For students who may be having difficulty, the rehearsal performances are perfect opportunities to refine,
consolidate and review their presentation skills or concepts covered throughout the unit.
Resources
Family Matters Invitation - BLM 21
24_Family Invitation.pdf
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-51
Rehearsal
Subtask 24
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Portfolios
1
Chart paper
1
Markers
Assortment
Clipboards
1
50 x 2 mins
Notes to Teacher
1. Students needs time to go through their portfolios and organize them consistently as a class.
2. The teacher needs to arrange special guest audiences ahead of time.
3. Ensure that the computer lab is available for those students who have chosen to present a technology
artifact.
4. The letter composed by the teacher and students has to be prepared to be sent home a week in advance.
5. The teacher may require a school permit for an evening performance.
6. A sign-up sheet can be provided for any classes who are interested in viewing the rehearsal.
7. If a class set of clipboards is not available, the teacher may need to borrow them from other classrooms.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-52
Family Matters - Student-Led Conference
Subtask 25
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 x 2 mins
Description
During a student-led conference the students will demonstrate an understanding of the diversity of family
structures (what is a family), how families help us meet our needs, and how rules and responsibilities change
over time. The culminating task requires the student to create a written script that directs his/her role as a
reporter through a series of self-selected artifacts. This student-led conference will include classroom displays,
a computer demonstration and/or a self-contained portfolio.
Expectations
1e2 A
1z2 A
1z3 A
1z1 A
• organize information so that the writing conveys a
clear message (e.g., describe events in the proper
sequence: We went to see the dog. I liked him very
much. We took him home on the bus);
• create simple timelines to describe changes over
time;
• describe the roles and responsibilities of various
family members, as well as of other people in their
school and neighbourhood.
• identify significant people, places, and events in
their lives, and some significant people in Canada in
the past and present;
Groupings
Students Working Individually
Teaching / Learning Strategies
Demonstration
Retelling
Oral Explanation
Discussion
Review
Assessment
Assessment Strategies
Assessment Recording Devices
Teaching / Learning
1. Students arrive with their families and gather in the classroom.
2. The teacher welcomes the guests and outlines the agenda for the evening.
3. The teacher gives each student reporter the Family Matters Feedback Sheet (BLM 22) and requests that it be
completed over the duration of the evening as it will be collected at the end of the event.
4. Depending on the sequence that was decided by the class, the evening commences.
5. During the event, the teacher circulates, taking instant or digital pictures that each family can keep.
6. Reporters return their scripts
Adaptations
Resources
Family Matters Feedback Sheet - BLM 22
25_22_Family Feedback.pdf
Family
Isabell Monk
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-53
Family Matters - Student-Led Conference
Subtask 25
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
50 x 2 mins
Digital or instant Camera
Portfolios
1
Clipboards and Scripts
1
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:12 PM Page C-54
Appendices
Family Matters
Relationships, Rules and Responsibilities
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:25 PM
Resource List
Page 1
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Rubric
Bullying Poster Rubric
2
ST 17
Relationships, Rules and Responsibilities
2
ST 23
The 3 R's- Self-Assessment - BLM 10
10_3 R's Game Self-Assess.cwk
ST 10
Venn Diagram - BLM 13
14_13_Venn Diagram.pdf
ST 14
Licensed Software
storybook weaver
ST 20
Blackline Master / File
At-A-Glance Anecdotal Tracking Sheet - BLM 24
4_Anecdotal Tracking.pdf
Use this template for any anecdotal observations.
Circular Story Map - BLM 11
13_11_Circular Story Map.cwk
Completed Family Tree Banner - BLM 4
6_4_Family Tree Banner.pdf
ST 4
ST 13
ST 6
Family Matters Culminating Task - BLM 18
21_18_Family Culminating.cwk
ST 21
Family Matters Feedback Sheet - BLM 22
25_22_Family Feedback.pdf
ST 25
Family Matters Invitation - BLM 21
24_Family Invitation.pdf
ST 24
Family Plate Stand - BLM 7
8_7_Family Plate Stand.cwk
ST 8
Homework - Family Tree Banner BLM 2
1_2_Homework Assignment1.pdf
ST 1
How To Play The 3 R's Game - BLM 9
10_9_How To Play.cwk
ST 10
Interview Booklet - BLM 14
15_14_Interview Booklet.pdf
ST 15
My Family Data Sheet - BLM 6
7_6_Family Data Sheet.cwk
ST 7
My Report - Script Framework - BLM 19
22_19_My Report.pdf
ST 22
Observation Checklist BLM 23
3_Observation Checklist.cwk
ST 3
Piggybook- Big book template - BLM 8
9_8_Piggybook.cwk
ST 9
Safety at School Booklet - BLM 15
16_15_Safety School Book.pdf
Sample Letter - Family Matters BLM 1
1_Sample Letter - Unit.cwk
ST 16
ST 1
Story Necklace H/W Assignment - BLM 12
13_12_Necklace Homework.pdf
ST 13
Story Necklace Reflection Sheet - BLM 17
18_17_Necklace Reflection.pdf
ST 18
The 3 R's Game BLM 3
5_3_3 R's Board Game.pdf
ST 5
Print
Alexander, Who's Not (Do you hear me? I mean
it!) Going to Move
Judith Viorst
ISBN 0-590-89982-1
ST 19
Alison's House
Maxine Trottier
ISBN 0-19-540968-X
ST 19
All About Rules: Grade One
Unit
Ginn Publishers
ISBN 0-13-027907-2
A Grade One Social Studies Unit published by Ginn.
Amazing Grace
Mary Hoffman and Caroline Birch
ISBN 0-590-46009-9
Also available in video (Reading Rainbow.)
ST 3
Around the Community
Rozanne Lanczak Williams: Frank Schaffer
Publications, Inc.
ISBN 0-7682-0019-9
Make your own emergent reader booklets.
Unit
Boss for a Week
L. Handy
ISBN 0908643012
ST 5
Bully For You
Toni Goffe
ISBN 0-85953-355-7
Christopher, Please Clean Up Your Room!
Itah Sadu
ISBN 1552090035
Alternative book.
ST 12
ST 4
Chrysanthemum
Kevin Henkes
ISBN 0-688-09700-6
-namecalling
ST 12
Darcy and Gran Don't Like Babies
Jane Cutler
ISBN 0-590-44588-X
ST 14
David's Father
Robert Munsch
ISBN 1550370111
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-1
ST 2
Resource List
Page 2
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Elbert's Bad Word
Audrey Wood
ISBN 0-15-225320-3
-swearing
ST 12
Emily Umily
Kathy Corrigan
ISBN 0920236960
ST 12
Family
Isabell Monk
ISBN 1-57505-485-X
ST 25
My Mother's Getting Married
Joan Drescher
ISBN: o-8037-0176-4
ST 14
Unit
My Mother's Getting Married
Joan Drescher
ISBN 0-8037-0176-4
ST 19
First Steps: Writing Resource Book
Addison Wesley Longman Australia Pty Ltd.
ISBN 0-582-91574-0
A writing resource book for teachers.
Love You Forever
Robert Munsch
ISBN 0-920668-37-2
My Friends, My Family, and Me
Rozanne Lanczak Williams: Frank Schaffer
Publications, Inc.
ISBN 0-7682-0014-9
ST 13
Unit
ST 15
My Wicked Stepmother
Norman Leach and Jane Browne
ISBN 0-02-754799-0
ST 19
Grandfather's Journey
Allen Say
ISBN 0395570352
ST 12
Name Calling
Itah Sadu
ISBN 1-895248-04-3
-name-calling
ST 12
Half Wild and Half Child
Lizi Boyd
ISBN 0-670-82072-5
-not listening, acting wild
ST 12
Once There Were Giants
Martin Waddell and Penny Dale
ISBN N-0-7445-0484-8
ST 15
Hooway for Wodney Wat
Helen Lester
ISBN 0395923921
ST 12
Piggybook
Anthony Browne
E BRO ISBN 0-394-884-16-7
ST 9
How do I feel about Bullies and Gangs
Julie Johnson
I am not a Crybaby
Norman Simon
ISBN 0-14-054216-7
-crying, poor self-concept
ST 12
Pigsty
Mark Teague
ISBN: 0-590-45916-3
Alternative book.
ST 4
Ira Sleeps Over
Bernard Weber
ISBN 0-590-42455-6
ST 19
Ruby the CopyCat
Peggy Rathmann
ISBN 0-590-47423-5
-copycat behaviour
ST 12
So Much
Trish Cooke
ISBN 1-56402-344-3
ST 2
Jillian Jiggs To The Rescue
Phoebe Gilman
ISBN 0590241788
Alternative book.
ST 4
John Patrick Norman McHennessy: The Boy
ST 12
Who Was Always Late
John Burningham
ISBN 0517885956
-a boy lies; gives excuses for being late; teacher a bully
Something From Nothing
Phoebe Gilman
ISBN 0590745573
Tapestry One
Les Asselstine and Rod Peturson: Harcourt
Canada
0-7747-0639-2
A Grade One Social Studies book
ST 15
Unit
Katie's Babbling Brother
H.J. Hutchins and Ruth Ohi
ISBN 1-55037-156-8
ST 19
Knots on a Counting Rope
Bill Martin, Jr.
ISBN 0805054790
ST 15
The Giving Tree
Shel Silverstein
ISBN 0060244194
ST 13
Lights for Gita
Rachna Gilmore
ISBN 0-884-481-506
ST 19
The Meanest Thing to Say
Bill Cosby
ISBN 0590956167
ST 12
Lilly's Purple Plastic Purse
Kevin Henkes
ISBN 0688128971
ST 11
The Memory Stone
Anne Louise MacDonald
ISBN 0-921556-71-3
ST 13
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-2
Resource List
Page 3
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
The Memory String
Eve Bunting
ISBN 0-395-86146-2
The Piggybook
Anthony Browne
E BRO ISBN 0-394-884-16-7
ST 13
ST 4
Material
We Are All Related
George Littlechild
ISBN 0-968-047-904
ST 15
11 1/2 x 14 blank paper
1
per person
Who's Afraid of the Big Bad Bully
Teddly Slater
ISBN 0590478796
ST 12
Accordion booklet from Activity Centre #6
1
per class
ST 8
Willy and Hugh
Anthony Browne
ISBN 1550542222
ST 12
Bristol Board (for plate stand)
1
per person
ST 17
Willy the Champ
Anthony Browne
ISBN 0394879074
ST 12
Chart of Anti-bullying slogans
1
per group
Window
Jeannie Baker
ISBN 0688089186
ST 13
Media
ST 3
ST 11
Chart Paper
1-2
per class
Teacher writes the words to the music.
ST 1
Chart Paper
1
per class
Teacher prepares T-chart to make comparisons.
ST 2
Chart Paper
1
per class
ST 3
All I Really Need
Raffi
Unit
Amazing Grace
Reading Rainbow
X HOF
ST 3
Chart Paper
1
per class
ST 5
ST 25
Chart paper
1
per class
ST 11
Chart Paper
1
per class
ST 15
Chart paper
1
per class
ST 24
Digital or instant Camera
Family Tree
Sundance Music
Tel: 914-674-0247 Fax: 914-674-0247
Tape or CD version available for ordering.
Approximately $10-$15 American funds.
ST 1
Family Tree (1988)
Tom Chapin: Sundance Music
Unit
Introducing Phoebe Gilman
Scholastic Canada Inc.
ST 2
The "Be Cool Series": Coping With Bullying
James Stanfield Company, Inc.
1-800-421-6534
ST 12
Chart Paper (1 cm cube)
1
per class
ST 4
Chart paper (table with 3 headings)
1
per class
ST 14
Chart paper (Venn diagram)
1
per class
ST 14
Clipboards
1
per person
ST 24
Clipboards and Scripts
1
per person
ST 25
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-3
Resource List
Page 4
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Coloured Markers
5
per class
To highlight verses.
ST 1
Dowel
ST 6
1
per person
Suggestions for a dowel: hanger, twig, yarn or ruler.
Coloured Markers
4
per class
ST 3
Coloured Markers
4
per class
ST 4
Felt or construction paper (12 x 18)
ST 6
1
per person
The banner can be constructed out of any material that
is readily available to you (pre-cut felt, construction
paper or fabric).
Coloured markers
Assortment
per class
ST 11
Glue
1 bottle
per group
ST 8
Colouring materials
ST 17
Assortment
per group
Crayons, markers, pencil crayons, pastels, paints etc.
Homework bag (plastic multi-coloured paper
ST 13
clips, artifacts, re-sealable bag, recipe cards)
1
per class
Plastic paperclips can be purchased at many stores.
Commercially or student-made puppets (e.g.,
paper bag or popsicle stick, etc.
Assortment
per group
Index Cards
2
per person
Students record rules/consequences.
ST 19
ST 5
Construction paper - leaves
ST 6
Assortment
per person
The number of leaves depends on the individual child's
family members.
KWL Chart
ST 1
1
per class
To record what the children "Already Know" and "What
We Want to Learn" about families.
Construction Paper or Folders
1
per person
12 x 18 paper folded in half
or legal sized file folders
or scrapbooks
ST 2
KWL Chart
1
per class
Crayons
Assortment
per group
Include assortment of Crayola "people colours"
ST 7
Crayons or Pencil Crayons
8
per group
To decorate their unit folder.
ST 3
ST 9
Markers
2
per class
ST 2
Crayons or pencil crayons
Assortment
per group
ST 8
Markers
4
per class
ST 5
Crayons/Pencil Crayons
Assortment
per group
ST 5
Markers
Assortment
per group
ST 7
Dice
1-2
per group
ST 10
Markers
1
per class
ST 14
Dice
1-2
per group
ST 23
Markers
Assortment
per class
ST 15
Dictionaries
Assortment
per class
Markers
Assortment
ST 24
ST 21
Large drawing paper
1
per person
ST 9
Large paper plates
1
per person
ST 8
Learning Logs
1
per person
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-4
ST 18
Resource List
Page 5
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Markers, Crayons, Pencil Crayons
Assortment
per group
Mural Paper Grid
1
per class
ST 16
ST 7
Paint - Tree trunk
ST 6
Variety
per group
Students can select a colour to paint their tree trunk.
Paper 12 x 18
1
per person
Bristol board, manilla etc.
ST 17
Portfolios
1
per person
Recipe Cards
1
per person
Safety at School Chart from Input Lesson #6
1
per group
Scissors
1
per person
ST 25
ST 8
ST 16
ST 8
Paper 8 1/2 x 11
1
per person
ST 7
Selection of posters
Assortment
per group
Pencils and Erasers
1
per person
ST 5
Stickers
Assorted
Use to do graphing.
ST 21
Pencils and erasers
1
per person
ST 9
Student portfolios
1
per person
ST 22
Pencils and erasers
1
per person
ST 10
Student portfolios
1
per person
Pencils and Erasers
1
per person
ST 15
ST 22
Teacher prepared word/picture cards
Assortment
per class
ST 21
Pencils and erasers
1
per person
ST 23
Teacher's personal story necklace
1
per class
ST 13
Pencils and erasers
1
per person
Pencils, Erasers
1
per person
ST 16
Photocopies - Script Framework for Students
1
per person
ST 22
Photos of different school areas
Assortment
per class
To be used as visual references.
ST 11
Playing cards (student created)
ST 10
Playing Pieces
1
per person
ST 5
Playing Pieces
1
per person
ST 10
Portfolios
1
per person
ST 24
ST 17
ST 4
Student story necklaces
ST 18
1
per person
Created as a homework assignment in Input Lesson #8.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-5
Resource List
Page 6
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Equipment / Manipulative
Cassette Player or Headphones
1
per group
cd/tape player
1
per class
ST 19
ST 1
Computers
1
per person
ST 20
TV/VCR
1
per class
ST 12
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:28 PM Page D-6
“Family Matters”
Date
Dear _________________ ,
Our class is beginning a Social Studies unit about Relationships, Rules
and Responsibilities. We want to know more about the people in our
family, how they help us and how we can help them.
Many of our activities will be about changes in our lives, families, school
and community. We will be interviewing, researching and recording our
learning in different ways. We will have a few homework assignments
that we would need your help with throughout the unit.
At the end of our unit of study, we will be hosting a “Family Night” to
share our learning with you. Look for our special inviation to arrive soon!
We hope to learn a lot from this unit because we think
“Family Matters!”
Love,
____________________
BLM 1
BLM 2
Name/Relationship
Name/Relationship
Name/Relationship
BLM 3
BLM 4
BLM 6
Name:__________________
Date:___________________
My Family Data
In my family, there are ________ male(s) and ________ female(s).
_____
male(s)
+
_____ =
female(s)
______ members in my family.
BLM 7
Template for Family Plate Stand
Fold heavy paper in half.
Draw line and cut along.
Fol
Fold Line
Plate will sit on the legs of the base.
BLM 8
Piggybook -Template for the class Big Book
BLM 9
BLM 10
BLM 11
Circular Story Map
He grew into a teenager
and had strange friends.
His mother sang to him.
He grew and he grew
and he never wanted
to take a bath. His
mother sang to him.
I
Love You
Forever
by Robert Munsch
He left home when he
became a grown-up.
His mother sang to him.
His mother got old.
He sang to his
mother.
A mother has a new
baby and she sang to
him, “I Love You
Forever.”
He had his own baby and
he sang to her, “I Love You
Forever.”
BLM 13
BLM 14
BLM 15
BLM 18
Family Matters
Culminating Task
(Kidspeak)
You are going to be a reporter.
Your job is to write a report.
You will choose 4 artifacts to talk about in your
report.
Your report will tell others what you learned
about families, rules and responsibilities.
You will be presenting to your teacher, other
students, and your family.
Your report will be assessed by your teacher.
BLM 19
BLM 21
BLM 22
BLM 23
Observation Checklist
Grade One Social Studies Relationships, Rules and Responsibilities
Student Name
Bullying Poster Rubric
for use with Subtask 17 : Activity Centre #7 - Bullying
from the Grade 1 Unit: Family Matters
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
1a25
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes;
1z21
– identify an area of concern and contribute to a school activity connected with it(e.g., conflict resolution);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Arts:
Performance and
creative work
– produces two- and
three-dimensional work
(poster) about bullying
– applies few of the skills,
concepts, and techniques
taught
– produces poster only in
limited and incomplete
manner
– applies some of the skills,
concepts, and techniques
taught
– produces poster about
bullying in somewhat
effective manner
– applies most of the skills,
concepts, and techniques
taught
– produces poster about
bullying in considerably
effective manner
– applies all (or almost all) of
the skills, concepts, and
techniques taught
– produces poster about
bullying in thoroughly
effective manner
Arts:
Communication
– communicates ideas
about bullying (to inform
school community)
– rarely uses appropriate
symbols and terminology
– communicates only in
limited and incomplete ways
– sometimes uses
appropriate symbols and
terminology
– communicates ideas about
bullying in somewhat
effective ways
– usually uses appropriate
symbols and terminology
– communicates ideas about
bullying in considerably
effective manner
– consistently uses
appropriate symbols and
terminology
– communicates ideas about
bullying in thoroughly
effective manner
Social Studies:
Understanding of
concepts about bullying
– shows understanding of
few of the concepts about
bullying
– shows understanding of
some of the concepts about
bullying
– shows understanding of
most of the concepts about
bullying
– shows understanding of all
(or almost all) of the concepts
about bullying
– shows some understanding
of connections between
aspects of social studies and
the world outside the school
– shows a good
understanding of
connections between
aspects of social studies and
the world outside the school
– shows thorough
understanding of
connections between
aspects of social studies and
the world outside the school
– shows little understanding
Application of concepts and of connections between
aspects of social studies and
skills to create poster
the world outside the school
demonstrating connection
between issue of bullying
and world outside school
Social Studies:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:32 PM Page E-1
Relationships, Rules and Responsibilities
for use with Subtask 23 : Culminating Task - Script Final Draft
from the Grade 1 Unit: Family Matters
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
1e8
• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).
1e22
• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience;
1z1
• identify significant people, places, and events in their lives, and some significant people in Canada in the past and present;
1z2
• create simple timelines to describe changes over time;
1z3
• describe the roles and responsibilities of various family members, as well as of other people in their school and neighbourhood.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Social Studies:
Understanding of
concepts about
relationships, rules and
responsibilities
– shows understanding of
few of the concepts
– rarely gives complete
explanations
– shows understanding of
some of the concepts
– sometimes gives complete
explanations
– shows understanding of
most of the concepts
– usually gives complete or
nearly complete explanations
– shows understanding of all
(or almost all) of the concepts
– consistently gives complete
explanations
Social Studies:
Communication of
required knowledge
about relationships,
rules and
responsibilities
– rarely communicates with
clarity and precision
– rarely uses appropriate
terminology, vocabulary, and
symbols
– sometimes communicates
with clarity and precision
– sometimes uses
appropriate terminology,
vocabulary, and symbols
– usually communicates with
clarity and precision
– usually uses appropriate
terminology, vocabulary, and
symbols
– consistently communicates
with clarity and precision
– consistently uses
appropriate terminology,
vocabulary, and symbols
Social Studies:
Application of concepts
and skills
– create simple timeline to
describe changes over time
– rarely applies concepts and
skills in a variety of contexts
– shows little understanding
of connections between
social studies and the world
outside the school
– sometimes applies
concepts/skills in a variety of
contexts
– shows some understanding
of connections between
social studies and the world
outside the school
– usually applies concepts
and skills in a variety of
contexts
– shows good understanding
of connections between
social studies and the world
outside the school
– consistently applies
concepts and skills in a
variety of contexts
– shows thorough
understanding of
connections between social
studies and the world outside
the school
Language:
Application of language
conventions
– with assistance
– using a few of the
conventions studied
– with several major errors
and/or omissions
– with limited assistance
– using at least half of the
conventions studied
– with several minor errors
and/or omissions
– independently
– using most of the
conventions studied
– with a few minor errors
and/or omissions
– using all the conventions
studied, in a wide variety of
contexts
– with practically no minor
errors and/or omissions
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:32 PM Page E-2
Expectation List
Family Matters
Page 1
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Selected
Assessed
English Language---Writing
1e1
• communicate ideas (thoughts, feelings, experiences) for specific purposes (e.g.,write a letter to a friend describing a new
pet);
• organize information so that the writing conveys a clear message (e.g., describe events in the proper sequence: We went to
see the dog. I liked him very much. We took him home on the bus);
• write simple sentences using proper punctuation (i.e., periods);
• produce short pieces of writing using simple forms (e.g., stories, descriptions, lists of information);
• use some materials from other media (e.g., computer clip-art) to enhance their writing;
• begin to revise written work, with the assistance of the teacher;
• use and spell correctly the vocabulary appropriate for this grade level;
• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).
1e2
1e3
1e4
1e5
1e6
1e7
1e8
2
2
2
2
3
1
2
1
3
2
2
2
English Language---Reading
1e21
1e22
• read independently, using reading strategies appropriate for this grade level;
• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own
knowledge and experience;
2
2
2
English Language---Oral and Visual Communication
1e41
1e43
1e45
1e47
• communicate messages, and follow basic instructions and directions;
• listen and react to stories and recount personal experiences;
• apply some of the basic rules of participating in a conversation and working with others;
• create some simple media works;
1
3
1
1
1
Mathematics---Data Management and Probability
1m92
1m93
• collect, organize, and describe data using concrete materials and drawings;
• interpret displays of data using concrete materials, and discuss the data;
1
1
1
The Arts---Music
1a4
• communicate their response to music in ways appropriate for this grade (e.g., through visual arts, drama, creative
movement, language).
1
The Arts---Visual Arts
1a25
1a26
1a27
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific
purposes;
• use the elements of design (colour, line, shape, form, space, texture), in ways appropriate for this grade, when producing and
responding to works of art;
• describe how the ideas in a variety of art works relate to their own knowledge and experience;
3
1
1
1
The Arts---Drama & Dance
1a48
• solve problems in everyday situations through role playing and movement in drama and dance.
1
1
2
2
5
3
4
4
2
1
3
Social Studies---HC: Relationships, Rules and Responsibilities
1z1
1z2
1z3
1z4
1z5
1z6
1z7
1z8
1z9
1z10
1z11
• identify significant people, places, and events in their lives, and some significant people in Canada in the past and present;
• create simple timelines to describe changes over time;
• describe the roles and responsibilities of various family members, as well as of other people in their school and
neighbourhood.
– identify important past and present relationships in their lives (e.g., with family members, friends, pets, teachers);
– identify important people in Canada in both the past and present (e.g., Sir John A. Macdonald, Samuel de Champlain, the
current prime minister);
– describe significant places in their lives (e.g., the park, their bedroom, their classroom);
– identify significant events in their lives (e.g., their first day of school, a trip);
– describe simple patterns that influence their daily lives (e.g., the school day, week, year; seasons);
– demonstrate an understanding of the need for rules and responsibilities (e.g., need for protection, for respect);
– identify and describe the rights and responsibilities of family members (e.g., decision making, chores);
– identify rules in the home, at school, and in the community (e.g., bedtime, no running on stairs, looking before crossing the
street);
1
1
1
3
2
2
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:35 PM Page F-1
2
1
3
Expectation List
Family Matters
Page 2
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
1z12
1z13
1z14
1z15
1z16
1z17
1z18
1z19
1z20
1z21
1z22
1z23
1z24
Selected Assessed
– recognize and describe consequences of events and actions that affect their lives (e.g., mother’s being grateful for their
1
2
playing with sibling);
– demonstrate an understanding of rights and responsibilities in a way that shows respect for the rights and property of other
2
3
people (e.g., sharing, being courteous, cooperating, not littering).
– use appropriate vocabulary (e.g., change, seasons, rights, responsibilities, respecting rules, cooperating, being courteous) to
3
describe their inquiries and observations;
– ask questions to gain information and explore alternatives (e.g., ask why rules would change);
2
– locate information from primary sources (e.g., interviews, eyewitness visitors, class trips) and secondary sources (e.g.,
2
maps, illustrations, print materials);
– sort and classify information (e.g., concerning responsibilities of family members);
5
– construct and read for specific purposes concrete, pictorial, and simple maps, graphs, charts, and diagrams (e.g., to show
2
timelines of the school day);
– present the results of focused inquiries (e.g., a study of school rules), using simple demonstrations, drawings, and oral and
2
3
written descriptions.
– identify factors that might cause rules to change (e.g., maturity, location, weather, seasons) and describe the changes;
4
– identify an area of concern and contribute to a school activity connected with it(e.g., conflict resolution);
1
1
– explain how rules and responsibilities may change over time (e.g., as a result of a new baby, a new pet, a new grade, a
5
move);
– order a sequence of events (e.g., school day, school year, class trip) orally and with pictorial symbols;
4
– create a simple timeline (e.g., pictorially) to show relevant family history.
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:35 PM Page F-2
Expectation Summary
Selected
Family Matters
Assessed
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
English Language
1e1
1e11
1e21
1e31
1e41
1e51
2
1e2
1e12
1e22
1e32
1e42
1e52
2
1
2
2
2
2
1e3
1e13
1e23
1e33
1e43
1e53
2
1
3
1
1e4
1e14
1e24
1e34
1e44
1e54
3
2
1e5
1e15
1e25
1e35
1e45
1e55
1
1
1e6
1e16
1e26
1e36
1e46
1e56
3
1e7
1e17
1e27
1e37
1e47
1e57
2
2
1
1e8
1e18
1e28
1e38
1e48
1e58
2
1e9
1e19
1e29
1e39
1e49
1e59
1e10
1e20
1e30
1e40
1e50
1e60
Mathematics
1m1
1m11
1m21
1m31
1m41
1m51
1m61
1m71
1m81
1m91
1m101
1m2
1m12
1m22
1m32
1m42
1m52
1m62
1m72
1m82
1m92
1m102
1
1
1m3
1m13
1m23
1m33
1m43
1m53
1m63
1m73
1m83
1m93
1m103
1
1m4
1m14
1m24
1m34
1m44
1m54
1m64
1m74
1m84
1m94
1m104
1m5
1m15
1m25
1m35
1m45
1m55
1m65
1m75
1m85
1m95
1m105
1m6
1m16
1m26
1m36
1m46
1m56
1m66
1m76
1m86
1m96
1m106
1m7
1m17
1m27
1m37
1m47
1m57
1m67
1m77
1m87
1m97
1m107
1m8
1m18
1m28
1m38
1m48
1m58
1m68
1m78
1m88
1m98
1m9
1m19
1m29
1m39
1m49
1m59
1m69
1m79
1m89
1m99
1m10
1m20
1m30
1m40
1m50
1m60
1m70
1m80
1m90
1m100
1s4
1s14
1s24
1s34
1s44
1s54
1s64
1s74
1s84
1s94
1s104
1s5
1s15
1s25
1s35
1s45
1s55
1s65
1s75
1s85
1s95
1s105
1s6
1s16
1s26
1s36
1s46
1s56
1s66
1s76
1s86
1s96
1s106
1s7
1s17
1s27
1s37
1s47
1s57
1s67
1s77
1s87
1s97
1s107
1s8
1s18
1s28
1s38
1s48
1s58
1s68
1s78
1s88
1s98
1s9
1s19
1s29
1s39
1s49
1s59
1s69
1s79
1s89
1s99
1s10
1s20
1s30
1s40
1s50
1s60
1s70
1s80
1s90
1s100
Science and Technology
1s1
1s11
1s21
1s31
1s41
1s51
1s61
1s71
1s81
1s91
1s101
1s2
1s12
1s22
1s32
1s42
1s52
1s62
1s72
1s82
1s92
1s102
1s3
1s13
1s23
1s33
1s43
1s53
1s63
1s73
1s83
1s93
1s103
Social Studies
1z1
1z11
1z21
1z31
1z41
2
2
1
3
3
1
1z2
1z12
1z22
1z32
1z42
2
1
5
4
2
1z3
1z13
1z23
1z33
1z43
5
2
4
4
3
1z4
1z14
1z24
1z34
1z44
2
3
1
3
1z5
1z15
1z25
1z35
1z45
1
2
1z6
1z16
1z26
1z36
1z46
1
2
1z7
1z17
1z27
1z37
1z47
1
5
1z8
1z18
1z28
1z38
1z48
1
2
1z9
1z19
1z29
1z39
1z49
3
2
2
3
1z10
1z20
1z30
1z40
1z50
Health & Physical Education
1p1
1p11
1p21
1p31
1p2
1p12
1p22
1p32
1p3
1p13
1p23
1p33
1p4
1p14
1p24
1p34
1a2
1a12
1a22
1a32
1a42
1a52
1a3
1a13
1a23
1a33
1a43
1a53
1a4
1a14
1a24
1a34
1a44
1a54
1p5
1p15
1p25
1p35
1p6
1p16
1p26
1p36
1p7
1p17
1p27
1p37
1p8
1p18
1p28
1p38
1p9
1p19
1p29
1p10
1p20
1p30
1a5
1a15
1a25
1a35
1a45
1a55
1a6
1a16
1a26
1a36
1a46
1a56
1a7
1a17
1a27
1a37
1a47
1a57
1a8
1a18
1a28
1a38
1a48
1a58
1a9
1a19
1a29
1a39
1a49
1a59
1a10
1a20
1a30
1a40
1a50
1a60
The Arts
1a1
1a11
1a21
1a31
1a41
1a51
1a61
1
3
1
1
1
1
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:40 PM Page G-1
2
4
1
Unit Analysis
Page 1
Family Matters
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
Analysis Of Unit Components
25
134
161
200
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -14 Language Expectations
2 Mathematics Expectations
5 Arts Expectations
24 Social Studies Expectations
Resource Types
2
21
1
50
7
0
76
4
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
13
2
16
14
17 Anecdotal Record
11 Checklist
2 Rubric
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Assessment Strategies
Teaching / Learning Strategies
2
6
5
1
2
1
1
8
2
1
3
1
9
2
1
1
1
6
1
1
4
1
1
2
Advance Organizer
Brainstorming
Classifying
Computer Assisted Learning
Conferencing
Demonstration
Direct Teaching
Discussion
Graphing
Guided Writing
Homework
Interview
Learning Centres
Oral Explanation
Peer Practice
Puppetry
Read Along
Read Aloud
Rehearsal / Repetition / Practice
Research
Retelling
Review
Role Playing
Sketching
Written usingTo
theLearn
Ontario Curriculum Unit Planner
3
2
2
2
15
10
3
10
1
Classroom Presentation
Conference
Exhibition/demonstration
Learning Log
Observation
Performance Task
Portfolios
Questions And Answers (oral)
Self Assessment
2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:46 PM Page H-1
Unit Analysis
Family Matters
Page 2
Relationships, Rules and Responsibilities An Integrated Unit for Grade 1
2
1
1
4
2
1
2
3
Sketching To Learn
Story Mapping
Story Telling
Technology
Think / Pair / Share
Word Wall
Writing Process
Writing To Learn
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 4:22:46 PM Page H-2