Integrated unit plan - grade 6: L.A., Math & Art by Laura Friesen

Unit Plan Template U of A/RDC Middle Years Program Part 1 - Logistics Unit Title: Instructional Designers: What is belonging? Taryn Martinek, Kyle Schneider, Julie Phillips, Laura Friesen Magic or Muggle… Do you belong? & Amanda Bjorge Subject Area: Grade: Mathematics, Language Arts, Art Grade 6 Curriculum Strand(s): Duration: Mathematics: Number Sense Approximately 4 weeks of classes: Language Arts: 20 - 50 minute classes Language Arts: Respond to Text, Clarify and Extend, Discover and Explore, Mathematics: 18 - 50 minute classes Art: 10 - 50 minute classes Work Within a Group, Share and Review, Present and Share Art: REFLECTION Component 3 APPRECIATION, DEPICTION Component 6 QUALITIES AND DETAILS, EXPRESSION Component 10 (i) PURPOSE 1, 2, 3, 4 & 5; Component 10 (iii) MEDIA AND TECHNIQUES

Rationale: This is a fun and exciting unit to have near the beginning school year! This 4 week unit would take place in October. Since the unit contains fractions as a Mathematics outcome, it needs to take place soon in the school year because fractions are a basis for many other mathematical concepts. Also, this unit will be the starting point for an introduction to story writing components in Language Arts. In Art, the focus will be on the feeling of belonging and how that relates to the characters and events in Harry Potter and the Philosopher’s Stone. They will be working in groups to create this sense of belonging as well as reflecting independently. Through their art projects, students will be given the opportunity to reflect on what belonging means to them and how it ties into their lives. Students will have several projects within the Harry Potter theme that strongly connect with the idea of belonging. The chosen set of outcomes are grouped together because they are based around the Harry Potter and the Philosopher’s Stone novel and touch on many different outcomes in Mathematics, Language Arts and Art. This unit is developmentally responsive because it engages all learning styles and multiple intelligences. It is also based on a topic, Harry Potter, which students of this age are extremely interested in and there is the Harry Potter Exhibit at the Telus Science Center that adds to the excitement of this unit and will be our anticipatory set to the entire unit plan. Our overarching question, “What is belonging?” is a great topic for this age group. There is so much happening socially, emotionally, and physically that it may not be clear to them where they belong. This unit helps them make the connections in their life as to where they belong and relate it to the world of Hogwarts where there is so much magic and children at the same age as them, experiencing many of the same predicaments in their lives. To incorporate the community into this unit, there will be three children with disabilities visiting our classroom. These children will tell the class how they are different and where they feel that they belong in their lives. The parents of these children will also be in the classroom and contributing to the experience.

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Unit Plan Template U of A/RDC Middle Years Program Multiple Intelligences Addressed in Unit: Mathematical-Logical - fractions and percentages Verbal-Linguistic - weekly “house” meetings and competitions, potion advertisements, reading aloud Musical-Rhythmic - Harry Potter soundtrack music playing during student work time Visual-Spatial - reading novel, photography during field trip and throughout unit, “Bertie Botts Every Flavor Beans” manipulatives Bodily-Kinesthetic - field trip, building the wands, creating and mixing potions, “Bertie Botts Every Flavor Beans” manipulatives Naturalist - finding branches for wands and creating own unique wand Intrapersonal - any independent work throughout the unit and realizing where one belongs Interpersonal - working collaboratively in the four houses of Hogwarts (Gryffindor, Slytherin, Hufflepuff, Ravenclaw) Existential - introducing students to the idea of belonging in all aspects of their lives

Part 2 – Desired Results

Learning Outcomes: Mathematics General Outcome: Number sense Specific Outcomes: N4: Relate improper fractions to mixed numbers and mixed numbers to improper fractions. [CN, ME, R, V] N6: Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically. [C, CN, PS, R, V]

Language Arts 1.1 Discover and Explore read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts 1.2 Clarify and Extend select from others’ ideas and observations to expand personal understanding 2.2 Respond to Text C. Make connections between own life and characters and ideas in oral, print and other media texts. F. Observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community. 3.4 Share and Review B. select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share A. use various styles and forms of presentations, depending on content, audience and purpose. 5.2 Work within a group A. assume a variety of roles, and share responsibilities as a group member B. Identify and participate in situations and projects in which group work enhances learning and results.

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Unit Plan Template U of A/RDC Middle Years Program Art REFLECTION Component 3 APPRECIATION: Students will interpret artworks for their symbolic meaning. Concepts C. Artworks contain symbolic representations of a subject of theme. DEPICTION Component 6 QUALITIES AND DETAILS: Students will employ surface qualities for specific effects. Concepts A. Colour harmonies affect the mood and feeling of the viewer. B. Tonal interchanges enhance a work. EXPRESSION Component 10 (i) PURPOSE 1: Students will record or document activities, people and discoveries. Concepts D. Knowledge gained from study or experimentation can be recorded visually. PURPOSE 2: Students will illustrate or tell a story. Concepts A. A narrative can be retold or interpreted visually. C. Material from any subject discipline can be illustrated visually. PURPOSE 3: Students will decorate items personally created. Concepts A. Details, patterns or textures can be added to two-dimensional works. B. Details, patterns or textures can be added to the surface of three dimensional works. PURPOSE 4: Students will express a feeling or a message. Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. PURPOSE 5: Students will create an original composition, object or space based on supplied motivation. Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Component 10 (iii) MEDIA AND TECHNIQUES: students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography, and technographic arts. Concepts D. Sculpture

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Unit Plan Template U of A/RDC Middle Years Program ● Advance wire sculpture to include tying, coiling, wrapping, soldering in combination with other materials. F. Photography and Technographic Art ● Take advantage of the visual art implications of any available technological device and explore the potential of emerging technologies. Included at this level, and advancing from previous grades - simple camera used for specific purposes such as close-ups, medium shots, long shots of same subject matter; various viewpoints, action, composition - computer and computer software package and input devices, such as, light pen, the mouse and tablets, to explore, design, compose, animate and program to make geometric shapes and designs - slides for recording and sharing; handmade for understanding composition and pattern ● Employ technological media techniques, practices and capabilities to promote art understanding, and create designs and compositions. Included at this level and advancing from previous grades - selecting and synchronizing music and/or sound effects for a set of slides, short film, videotape

Cross-curricular competencies: A: Know how to learn – to gain knowledge, understanding or skills through experience, study and interaction with others.  A1: Develop a resourceful and resilient learner identity through reflective practices. A1.1: I identify reflective practices to build self-awareness. A1.4: I self-assess to make conscious and confident choices that enhance and extend my learning. 

A2: Optimize the development of new knowledge, understanding and skills through experiences, interaction and exploration. A2.1: I identify ways I use my interests, talents, passions, skills or knowledge to contribute to my learning. A2.2: I examine new and innovative learning approaches through interactions and explorations with others. A2.5: I optimize learning opportunities.

H: Demonstrate good communication skills and the ability to work cooperatively with others.  H1: Communicate effectively or empathetically with audiences of diverse backgrounds. H1.1: I identify the purpose or intention of a message. H1.3: I apply strategies or protocols to receive or express messages to varied audiences. 

H2: Build community through collaboration, leadership and valuing diversity. H2.1: I describe interpersonal skills that contribute to effective relationships. H2.2: I interact in a way that acknowledges diverse opinions or contributions to build teams or relationships.

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Unit Plan Template U of A/RDC Middle Years Program Knowledge:

Skills:

What knowledge will students acquire as a result of this unit?

What should students be able to do? What behaviors will they exhibit?

Story writing components, vocabulary, definitions, reading, writing, fractions, percentages, formulas, community involvement, human ethics, perspective (in real life scenarios e.g., putting yourself in ones shoes), photography, computers programs

Thinking skills (analyze, interpret, calculate, expressing thoughts/feelings through artistic methods), communication skills (listening, speaking, writing), interpersonal, group skills, organization of ideas, taking meaningful pictures, using experiences to present a message about belonging

Students will know…

Students will be able to…

Art:

Art:     

Students will know the parts of a camera. Students will know the basic techniques of photography. Students will know the influences that different colours have on mood ex. warm colours. Students will know techniques of wire working. Students will know what symbolic representations are in relation to subject and theme.



Students will know definitions of new vocabulary as we read through the novel. Students will know the meaning of belonging. Students will know the novel Harry Potter and the Philosopher’s Stone. Students will know techniques and parts of Microsoft Photo Story.



 



L.A:     Math:  



Students will know the differences between proper and improper fractions and mixed numbers. Students will know the definitions and vocabulary of numerator, denominator, whole number, equivalent fractions and fractions in lowest terms. Students will know the definition of percentages.

L.A.:     

Math: 

Students will be able to take meaningful pictures; use music and literature to present a message of belonging. Students will be able to take shots from different angles of the same subject matter. Students will be able to combine knowledge from experiences into a presentation enhanced by music, photographs, literature, and a computer program. Students will be able to differentiate and mix colours to convey a specific mood through their art. Students will be able to work with wire and show different techniques such as wrapping, coiling, tying and soldering.

Students will be able to understand and describe what belonging means to students in their own lives. Students will be able to appreciate the difference between individuals. Students will be able to use and research different media forms for final presentation. Students will be able to work effectively together and contribute to group work. Students will be able to make connections between their own lives and the novel Harry Potter and the Philosopher’s Stone.

Students will be able to relate improper fractions to mixed numbers.

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Unit Plan Template U of A/RDC Middle Years Program  

 

Students will be able to express percentages pictorially, concretely and symbolically. Students will be able to convert fractions to decimals, fractions to percent, decimals to percent, decimal to fractions, percent to fraction and percent to decimal. Students will be able to identify where percentages apply in the real world Students will be able to relate fractions and percentages to the novel Harry Potter and the Philosopher’s Stone.

Part 3 – Assessment Evidence Performance Task: What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan. G - Goal Goal: What should students I will make a photo story that shows my appreciation to the people in my life. These people have helped shape me accomplish by completing this into who I am today. My photo story will be made up of pictures, music, quotes, etc. to show where I belong in my task? life and the people that I belong with. This is the end product for our Harry Potter themed unit and it will show my understanding of our unit question: “What is belonging?”. R – Role What role (perspective) will students be taking?

Role: I will be creating a photo story. I will be looking at how I am a member of my family. I will be looking at how I am a member of my community. I will be exploring how I “fit” and belong in my life. My role is to create a photo story that shows how I appreciate the people in my life. I also need to decide how these people have helped me become who I am and show them this through my photo story. This means that I have to look at myself as an individual as well as part of my family, community and groups.

A – Audience Who is the relevant audience?

Audience: You will present your photo story to any family or community members that you would like to invite. These family or community members should be people that you feel helped you establish your feelings of belonging. Your audience will also include the teacher and your classmates.

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Unit Plan Template U of A/RDC Middle Years Program S – Situation The context or challenge provided to the student

P – Product, Performance What will the student create?

S – Success criteria What do they need to include/do/show?

Situation: Your challenge is to create a photo story for our class ‘Appreciation Day’. The context of your challenge is the place you are at in your lives. You are making the transition from elementary to middle school, which can be very difficult when trying to figure out where you belong. This ‘Appreciation Day’ will give you the opportunity to thank and show your appreciation for the people in your life that make you who you are. You will need to consider all things such as the places and ways you belong and who you will invite to the presentation of your photo story. Product/Performance: You must develop and create a photo story that incorporates your learning from within the unit, using pictures of your projects throughout the unit, friends, family, interests, as well as music and explanations. Success Criteria: You need to include pictures from our field trip to the Harry Potter Exhibit, Hogwarts groups, class work, individual work and accomplishments throughout the unit, and any pictures of family and/or community that students feel visually shows where your sense of belonging is. There also needs to be words in your photo story. These words can be your own, quotes from famous people, and/or quotes from family members or other significant people in your life.

Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Formative Assessment: Mathematics: Fist of Five (to check for understanding), Exit Passes, Red-Yellow-Green Cups, White Boards, Observing Students as they Work, Feedback on Introduction to Fractions Graphic Organizer, Quiz-Quiz-Trade, Fan-N-Pick, Two-Tab Book “Foldable” Rationale for chosen assessments: Quick and easy checks ways to check for understanding are extremely effective in math. Every group of students will learn content at a different pace so it is crucial to have a variety of formative assessments in place. “Fist of Five” is a simple way for students to let you know their understanding of content out of five and as a teacher, you will immediately know whether you need to spend more time on that content or not. “Exit Passes” are another great way to check for understanding. For example, having each student answer a math question, write it on a piece of paper with their name, and give it to you as they leave class is a way to see their work and know their level of understanding for that content. “Red-Yellow-Green Cups” is basically a variation of “Fist of Five” except that it is built right into the classroom routine by having the cups on each student’s desk. Yet again, this is a quick and simple way to check for student understanding and also to know their comfort level with the content. “White Boards” are fantastic! Like an “Exit Pass”, students can write down an answer to a 7|Page

Unit Plan Template U of A/RDC Middle Years Program question the teacher has asked and from one look around the room the teacher knows exactly who got the question right. It is also hard for students to see each other’s whiteboards so there is no discomfort in answering a question quick and showing the teacher. The final formative assessment throughout mathematics would be observing students as they work. Naturally, as a teacher circulates the room they will know who struggles with the content, flies through it and understands it completely, and who just needs a bit more time. There are things a teacher learns from observation that is not possible through any other form of formative assessment which is why it is so important. Quiz-Quiz-Trade is a Kagan strategy that will be used to review concepts. It is quick and allows students to socialize while still reviewing and learning. For this, students will be telling each other their ideas for the potion. The point of doing this is so that students have an opportunity to encourage one another and share. For the Kagan strategy, Fan-N-Pick, it will be used as a word problem review. The Two-Tab Book “Foldable” will be used as a review for the fractions unit test. This is a fun, hands-on way to review concepts. L.A.: Thought Web, Observation Team Building (Students will design a team flag and chant for their Hogwarts house - Art), Journal Writing (Big Question: at the beginning of the week students will be asked a question that will direct their learning), Discussion with Shoulder and Face Partners, Quick Questions Rationale for chosen assessments: The ‘Thought Web’ will be graded according to a rating scale. During the team building challenge for each Hogwarts house, the teacher would observe students with a particular focus on building relationships and how they communicate with each other. Since this is a formative assessment, the teacher would provide advice and guidance as students are working. At the beginning of each week, the students will be presented with a “Big Question” that relates to the chapters of Harry Potter and the Philosopher’s Stone that are being read that week. This gives them time to think as they read through the chapters and by the end of the week they will have created a journal entry in regards to the content of the chapters and how it all relates back to the “Big Question”. Throughout the week, the teacher will direct their learning towards this journal entry. “Discussion with Shoulder and Face Partners” is a simple strategy that incorporates socialization in a constructive manner. It also allows students the opportunity to build off of one another’s interpretations of the chapters and questions. The overarching focus of this unit is to enhance student’s sense of belonging and get them to dig deep in their thoughts so thought-provoking questions and interaction with one another is consistent with that purpose. Almost daily, students will be asked several quick questions that cause them to think and reflect on previous days’ content. It is also a great measure for the teacher to know and understand where student learning is at. Art: Field Trip Pictures, Team Flags & Team Chant, Rally Robin, Fan and Pick, Think-Pair-Share Rationale for chosen assessments: Photography taken by students is part of their final product for the unit. Since they are being graded on that final product, the teacher would only be providing formative feedback on the components created that lead up to that final product. The “Field 8|Page

Unit Plan Template U of A/RDC Middle Years Program Trip Pictures” that students take need to be more meaningful and relevant to the idea of belonging than ‘selfies’. Students need to be guided with constructive feedback as to what in their lives can be photographed and visually show the audience what their interpretation of belonging is. The teacher would also be formatively assessing the creation of their team flags and team chants and providing constructive feedback to assist students understanding of symbolism and creating a team bond. In differing classes Kagan’s structures of rally robin, fan n’ pick and think-pair-share to create discussion of new knowledge.

Summative Assessment: Mathematics: Test on Fractions, Test on Percentages, Belonging Potion Checklist & Student Reflection Rationale for chosen assessments: For mathematics concepts, a test after learning the content is often the most effective way to have summative assessment. For each concept of fractions and percentages, students will be writing a summative test. This test will not include any selection type questions, but rather each question will be written out, showing the process and answer to complete that question. For mathematics, this is a more effective way to fully observe the knowledge and skills of your students throughout the whole process that it takes to arrive at an answer. There is no midterm for either of these concepts, simply because the content will be learned and practiced in a fairly short amount of time another summative assessment is not necessary. The other summative assessment for mathematics is the “Potion Recipe” which is fully integrated into the Harry Potter theme. Within their Hogwarts houses students will have to create a “Belonging Potion Recipe” using fractions. They will be marked using a checklist with focus on their use of fractions and their presentation of the final product. A student reflection will accompany this checklist so the teacher can get a better perspective on how equally each group member contributed to the project. This potion will count as 30% of the summative final grade with the test being 70%, to help take so much of the mark being focused just on a test which may have favored some students who are not as strong at writing a test. During the percentage unit the unit exam will be 100% of the summative grade due to the limited amount of material and time to teach the unit. Language Arts: Journal writing (Big Question: at the end of the week students will be asked the same question from the beginning of the week to show their learning), Rubric (“What is belonging?” Photo Story) Rationale for chosen assessment: Throughout the week, the teacher provides formative assessment and direction for students to answer the “Big Question” on the chapters read. At the end of the week, the teacher collects these journals and assesses them in a summative manner. They will be given a mark out of 5 based on the depth of the chapter and question interpretation. The teacher would need to read all of the journals first and then go back and mark them, this would be norm-referenced. The teacher would then write back in the journal to provide guidance to students for the next week. For the journals, students marks could be changed to formative assessments until the end of the unit. 9|Page

Unit Plan Template U of A/RDC Middle Years Program At the end of the unit, there will be a flex day to complete any journal writing necessary before the summative assessment of the journals is final. For the final product of this unit plan, students would need to create a Photo Story centered on the concept of “belonging”. They would incorporate their photography taken within Art curriculum outcomes and take into account their audience, music, emotions and purpose. The marking criterion for this final product is contained in a rubric. The rubric will be given to the students before the project is marked so they know the expectations of the teacher when they create their Photo Story. Art: Rubric (Wand Project), Checklist (Potion Poster) Rationale for chosen assessments: Using a rubric for the wand project is an effective way to communicate expectations with students. Students will have a clear idea of exactly what is expected of them and the criterion to follow in completing the project. It is also a great way to grade projects with more complicated ideas attached to them. For example, the wand project emphasizes the idea of being different, and unique individual, and how that correlates with belonging. It would be difficult to use other forms of summative assessment and communicate the expectations so clearly to the students. Students will also be summatively assessed on their potion poster. These posters are to be a type of advertisement and will have a checklist of what must be on them such as, what the potion does, ingredients, slogan and title.

Student Self-Assessment: Mathematics: Areas of Improvement, Student Reflection (Potion Recipe), Stand-Up-Hand-Up-Pair-Up Rationale for chosen assessment: Throughout this unit, students will be encouraged to reflect upon areas that they could improve while learning the concepts of fractions and percentages. Once students realize the areas that they struggle with, they will be guided by the teacher to improve their skills in that particular area. There will also be a ‘Student Reflection’ on the potion recipe. This will give an opportunity for students to let the teacher know any highlights, concerns or details of the project. It is also a reflection of the group work on the potion within their Hogwarts houses. Stand-Up-Hand-Up-Pair-Up is a Kagan strategy and in this context we will be using it as a student self-assessment. L.A.: Journal writing (reflections on chapters) Rationale for chosen assessment: Although the journal entries are marked weekly and guided with formative assessment, they are truly a way for students to reflect on a deep question and relate their deep understanding of the read chapters to that question. The emphasis throughout the unit is centered on emotions and feelings of belonging so it stands to reason that self-assessment and reflection would be encouraged throughout the unit.

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Unit Plan Template U of A/RDC Middle Years Program Art: Effort/Participation Mark, Personal Reflections Rationale for chosen assessment: For all art projects throughout the entire unit, students will be required and encouraged to write a short reflection in regards to their attitude, effort and participation. This will not be formative or summative assessment but it will be expected that students dig deep when reflecting on their work. Students will do personal reflections throughout the unit on their work. This is more of an internal reflection on their work and the material that they are being presented with. End of Unit: Students will do a self-evaluation after doing their photo story project to reflect on their understanding, knowledge and skills. Rationale for chosen assessment: This self-evaluation will be approximately one page in length and call upon students to reflect on the entire unit, with particular emphasis on the â&#x20AC;&#x153;What is belonging? Photo Storyâ&#x20AC;?. The goal of this assessment is for the students to articulate their thoughts into words about the overarching idea of the unit. What is belonging?

Influence of Assessment Gurus: Anne Davies was an inspiration for the formative assessment included within this unit plan. She emphasizes the need for much formative assessment. The importance behind using formative assessment is that it builds a shared language that everyone can use to describe learning and growth. It does not evaluate learning, but helps support student learning. The teacher will know where each student is in relation to the curriculum outcomes and goals of the unit, where they need to go, and ways in which to get there. There is also much research done by Black and Wiliam that proves just how powerful assessment for learning is. This research not only found that formative assessment is extremely beneficial to all students, but especially those who find learning to be more challenging. Wiliam states that we are addicted to grades and we shouldnâ&#x20AC;&#x2122;t be handing out grades every time students hand in something. There is more benefit to having conversation with your students. Rick Wormelli is yet another assessment guru that believes in the benefits of formative assessment. He also mentions that summative assessment can always be changed to formative assessment, depending on results. Hopefully, as a result of assessment for learning, students will become better learners and that will carry on throughout their lives.

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Unit Plan Template U of A/RDC Middle Years Program Part 4 â&#x20AC;&#x201C; Learning Plan What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit? Introductory Activity See Language Arts Lesson 1 for the Anticipatory Set that will be prior to the Harry Potter Exhibition.

Students will go to Harry Potter Exhibition at Telus Science Center in Edmonton.* This field trip will be an all-day event. Students will have prior knowledge of using cameras/phones to record visuals, etc. so they can start gathering evidence for their final photo project. Their final photo story project rubric will also be handed out to students before this trip to the exhibit. *If the Harry Potter Exhibition was not available, the teacher would create a themed exhibit within the classroom. This would include the activities from Language Arts Lesson 1 and perhaps more to get the students interested in the unit. Lesson # Learning Activities Assessment Resources / Materials Outcome (Instruction) (FOR/OF/AS) (Equipment, textbooks, (Curriculum) technology, multimedia, etc.) Mathematics Week 1 = 5 Classes Week 2 = 4 Classes Week 3 = 5 Classes Week 4 = 4 Classes 12 | P a g e

Unit Plan Template U of A/RDC Middle Years Program 1

Anticipatory Set to Unit. See Introductory Activity & Language Arts Lesson 1 for details.

N4: Relate improper fractions to mixed numbers and mixed numbers to improper fractions.

Introduction to Fractions: The “hook” for the introduction to fractions is the YouTube video clip about “Bertie Botts Every Flavor Beans”. (http://www.youtube.com/watch?v=bSyIuFOPHDI) Next, the Introduction to Fractions graphic organizers will be handed out to students and the YouTube video on fractions will be shown. (http://youtu.be/bFosWzDPALg) The graphic organizers tie into the Harry Potter theme and this will help students learn the basic facts about fractions. See graphic organizer.

FOR - Fist of Five: teacher constantly asks the class throughout the lesson to give a fist of five in regards to their understanding of newly introduced concepts.

Book School Bus/driver, Tickets for the Exhibit, 4-6 Parent Volunteers Cameras/Devices to take Pictures See Field Trip Permission Form for all details. Field Trip Permission Form Rapp, J. (2012, January 25). hp1 dumbledore eats ear wax every flavor bean. Retrieved from http://www.youtube.com/watc h?v=bSyIuFOPHDI Introduction to fractions. (2014). Youtube. Retrieved from: http://youtu.be/bFosWzDPALg Introduction to Fractions Graphic Organizer Jelly Beans, Pencils, Paper, SmartBoard

Using “Bertie Botts Every Flavor Beans” as fraction manipulatives, teacher and students will practice several examples of a “whole” and “parts”. For example, 8 jelly beans equals a whole so taking 4 away 13 | P a g e

Unit Plan Template U of A/RDC Middle Years Program 3

would leave us with a fraction of 4/8. Begin the class with a video that identifies the parts of fractions and differentiates between proper and improper fractions. (http://youtu.be/PH0mTH52Q0I) Ensure that students understand that improper fractions can also be written as mixed numbers. For example, 13/5 is improper, 2 â&#x2026;&#x2022; is a mixed number. Fill in an example and explanation for these type of fractions on their graphic organizer. The Smart Notebook on Fractions will be used from here. First, the parts of a fraction will be reviewed as a class and then we will begin exploring fractions further. The students will be handed out shape manipulatives. See Smart Notebook for specific progression. Watch video on equivalent fractions to review concepts and learn additional information on fractions. (http://youtu.be/wL4hICyMLKU) Handout fractions workbook for students to practice and demonstrate their knowledge of fractions. See resources. This will take up the remainder of the class. Exit Pass: Ask students to create an exit pass to comment on what their strong point is, what their weak point is and any questions they may have about fractions up to this point.

FOR - Teacher formatively grades the Introduction to Fractions graphic organizer, providing feedback and areas of improvement.

Fraction Smart Notebook

FOR - When the workbook is complete, teacher will mark them as formative feedback.

Equivalent Fractions. (2014). Youtube. Retrieved from: http://youtu.be/wL4hICyMLKU

- Teacher will walk around the room helping students and giving oral feedback.

Proper Fractions (2014). Youtube. Retrieved from: http://youtu.be/PH0mTH52Q0I Introduction to Fractions Graphic Organizer Shapes Manipulatives, Pencils, Paper, SmartBoard

Fractions workbook will be created to teacher specifications from this site: Fractions worksheets. (2014). Mathaids.com. Retrieved from: http://www.mathaids.com/Fractions/Fractions_Vi sual.html Pencils, Paper, SmartBoard

- Exit Pass: students give the teacher formative 14 | P a g e

Unit Plan Template U of A/RDC Middle Years Program

Students continue to work through their fractions workbook while listening to Harry Potter soundtrack music quietly. (http://www.youtube.com/watch?v=YzmNUSThPJQ) This will take up the remainder of the class. Tell students that this workbook of fractions will be very similar to their test. This should ease much test anxiety for students. Two-Tab Book “Foldable”: Students will create a foldable to use as a review tool. Inside the foldable, they will write the definition of a proper and improper fraction and show it through picture examples.

feedback on their progress thus far on fractions. FOR - Red-YellowGreen Cups: teacher is circulating the room, students needing assistance simply change to their “red cup”. FOR – Two-Tab Book “Foldable”

Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watc h?v=YzmNUSThPJQ Fractions Workbook Pencils, Paper, Scissors, SmartBoard

Example: Proper Fractions

Improper Fractions Folding Instructions:

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Unit Plan Template U of A/RDC Middle Years Program

There will be a heavy emphasis on mixed fractions in this class. Remind students about the relationship between improper fractions and mixed numbers that we briefly discussed in Lesson 3. Begin by showing students a video with great visuals to show the conversion between improper fractions and mixed numbers. (http://youtu.be/i4mqPMdyUYg)

FOR - Red-YellowGreen Cups: teacher is circulating the room, students needing assistance simply change to their â&#x20AC;&#x153;red cupâ&#x20AC;?.

Converting Improper Fractions to Mixed Numbers. (2014). Youtube. Retrieved from: http://youtu.be/i4mqPMdyUYg

FOR - Observing Students as they

IXL. (2014). Grade 6. Retrieved from:

Converting Mixed Numbers and Improper Fractions Pencils, Paper, SmartBoard

Now students will demonstrate their understanding by completing a worksheet where they do this conversion independently.

See worksheet for details. This will take the remainder of the class for students to complete. Start off the class by playing games to review fractions. Each student will need a device, their own or the

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Unit Plan Template U of A/RDC Middle Years Program schools. See resources. Once every student has their device ready, go to the IXL Grade 6 Math Games website. (http://ca.ixl.com/math/grade-6) 1. Equivalent fractions review 2. Fractions and mixed numbers review 3. Simplify fractions

By circulating the classroom and observing students work, the teacher will know if more time is required on fractions concepts. Introduce this lesson with the video of Harry Potter’s first potions class. (http://youtu.be/qs7FliqVPJo)

Handout the Belonging Potion Checklist to students. This will be their main project in math that ties to the Harry Potter theme. See checklist for details. Students will begin working on this project immediately in their assigned groups (Hogwarts). Stand-Up-Hand-Up-Pair-Up: individually share with another ‘house’ about your potion ideas The teacher may explain in the class that juices can be represented as characteristics Eg. ½ cup of fruit punch may represent a ½ cup of respect

Work: teacher will circulate the classroom to ensure that students are on task and understand the concepts.

http://ca.ixl.com/math/grade-6

OF - Checklist: students will use this checklist as a guideline while creating their potion, this project will be a summative assessment.

Harry Potter and the Philosopher’s Stone - The Potion Master. (2014). Youtube. Retrieved from: http://youtu.be/qs7FliqVPJo

AS - Stand-UpHand-Up-Pair-Up: individually share with another ‘house’ about your potion ideas.

*Book laptops* Own devices and/or school devices, SmartBoard

Belonging Potion Checklist Materials for Potion Project (different fruit juices, measuring cups and spoons, mixing bowl, fractions workbooks, paper, pencils, and any other needed materials) Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Represent like: ½ cup of respect (fruit punch) Harry Potter soundtrack will be played during this time.

Full soundtrack (harry potter and the philosopher's stone). 17 | P a g e

Unit Plan Template U of A/RDC Middle Years Program *Pictures for student photo story can be taken during this class 9

Students will need to work on and finish their potion recipe in the first half of this class. The second half of the class will be dedicated to review for their Fractions Test. Quiz-Quiz-Trade will be used as a review activity. Setup: Each students receives a cue card, each student creates a question card. 1. The teacher tells students to â&#x20AC;&#x153;Stand up, put a hand up, and pair up.â&#x20AC;? 2. Partner A quizzes B. 3. Partner B answers. 4. Partner A praises or coaches. 5. Partners switch roles. 6. Partners trade cards and thank each other. 7. Repeat steps 1-6 a number of times.

OF - Checklist: students will use this checklist as a guideline while creating their potion, this project will be a summative assessment.

(2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watc h?v=YzmNUSThPJQ Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing Pencils, Cue Cards, Materials to for Potion Recipe (See Lesson 8)

FOR - Observing Students as they Work: teacher will circulate the classroom to ensure that students are on task and understand the concepts. - Quiz-QuizTrade: this is a review activity for students but also formative feedback for the teacher to walk around and hear students reviewing 18 | P a g e

Unit Plan Template U of A/RDC Middle Years Program 10

This class will be their test on fractions and related concepts. Teacher will spend the class circulating the room and assisting students as they complete their test. If a reader or a scribe is needed for any student(s), they will be provided. Harry Potter soundtrack music can be played quietly during the test if students would like.

Potion Making Challenge: This class will be the Week 3 Class Challenge between the Hogwarts houses. This is the class that they get to present their “Belonging Potion” in. The teacher will mark each houses’ potion based on the checklist and at the very end of the class, the winning house will receive house points. Students will also need to complete a student reflection on the project. See Belonging Potion Checklist and Belonging Potion Student Reflection for details.

information. OF - Test on Fractions: students will complete this test on fractions as a summative assessment. FOR - Observing Students as they Work: teacher will circulate the classroom to assist students as they write this test. OF - Checklist: teacher will use the checklist and student reflection sheets to mark each house’s potion.

Fractions Test Pencils, Paper Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watc h?v=YzmNUSThPJQ

Belonging Potion Checklist Belonging Potion Student Reflection Pencils, SmartBoard

FOR/AS - Student Reflection: students will reflect on the potion making/group experience.

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Unit Plan Template U of A/RDC Middle Years Program 12

N6: Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically

Introduction to Percentages: Start the class off by having students come up and write everything they know about percent on a Smart Notebook page (page 1). This will be a collage of their current knowledge. From here, show an introductory video about percentages. (http://youtu.be/5ZZoc7PgPBE) This video relates percentages to the real-world really well. Teach basic percent first. For example, 40/100 = 0.40, 0.40x100 = 40% Now teach that percent can have any number as a denominator and they still follow the same process. Now let’s relate percentages to our Harry Potter novel. Play Harry Potter soundtrack music while students do this activity: Demonstrate this by having each student vote for Hedwig, Crookshanks or Scabbers. The Smart Notebook Harry Potter Percentages is created for this activity (page 2). Once everyone has voted, take the total number of students, that’s the denominator to our class fraction; take the total number of students that voted for Hedwig, that’s the numerator for the fraction. For example, 16/30 students voted for Hedwig. Now convert this to a percentage by dividing 16 by 30. Show how each section has its own percentage.

FOR - Fist of Five: teacher constantly asks the class throughout the lesson to give a fist of five in regards to their understanding of newly introduced concepts.

Harry Potter Percentages Smart Notebook Introduction to percents. (2014). Youtube. Retrieved from: http://youtu.be/5ZZoc7PgPBE Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watc h?v=YzmNUSThPJQ

FOR - Exit Pass: students are asked to write Pencils, Paper, SmartBoard out the process to arrive at a percentage on a piece of paper and handed in to the teacher at the end of class.

At the end of class, students will need to write out the process to find a percentage and hand it in as an exit pass. Through this, the teacher will know how well the basic concept of percent was understood by students. 20 | P a g e

Unit Plan Template U of A/RDC Middle Years Program 13

The beginning of class will start with a quick Quiz-QuizTrade to get students into the fractions/decimal/percent frame of mind. Students will all get one card and from here they will find a partner, figure out and answer the question on the card and then switch with their partner and find a new partner. This will continue until the teacher calls a stop to the activity. Now that students have gotten an introduction to how fractions, decimals and percent relate to one another, students will need to practice these methods. Using a bag of Bertie Botts Every Flavor Beans, separate the colors and count how many of each they have, and then make fractions from each (for example, if there were 17 yellow jellybeans out of 40, their fraction for yellow would be 17/40). From here students will be able to convert from fraction to decimal then to percentage. Students will learn to represent percentages pictorially within this lesson. After going over the process of using grid 100 and coloring in the number of squares that correlate to the percentage, as well as how to create fractions pictorially from grids that are not 100 (example, if you had a shape that had 20 little squares in it, how many would you have to color in to represent 80%?) After the smart notebook lesson has been taught and gone over by the entire class, students will then be given a grid map of Hogwarts where they will have to color in and represent what the different parts are as fractions, decimals and percent (for example, if there are 32 squares out of 100 that are the outside area, then the fraction will be 32/100, and if hallways are 10/100 etcâ&#x20AC;Ś)

FOR - Quiz -QuizTrade (Teacher will have premade question cards (one class set).

Jellybeans, Graphic Organizer sheet with columns for fractions, decimals and percents, pencil, calculator (possibly depending on how awkward the number of jellybeans is to work with) Class set of question cards with answers (for quiz-quiz-trade)

OF - Teacher will take assignment in and give feedback to students, for completion mark, but also for formative feedback.

SmartBoard Lesson, Hogwarts Grid Map, Pencils

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Unit Plan Template U of A/RDC Middle Years Program 15

Students during this class will have one last practice day of pictorially representing percent as well as straight fraction to decimal to percent conversions. This practice will be done through students creating 5 problems for other students in the class to solve on a whiteboard (at least one of these problems must be a pictorial question). From these questions students will trade with another student and do one anotherâ&#x20AC;&#x2122;s questions. Once both students are done they will mark the questions and give each other feedback to where they may have made mistakes (if needed). The amount of trades done between students will need to be gauged by the teacher and how long students are taking to do and mark the questions. During this lesson students will come into contact with word problems that are involving fractions/percentages. In the smart notebook lesson students will be exposed to different types of percentage word problems and the steps that are needed to solve these word problems. Students will come to this class in Physical Education change/moveable safe clothing, as after the smart notebook lesson has been gone over students will go outside and play a game of modified Quidditch. From this game students will keep track of things such as their personal shooting fraction (For example, 6 makes for 11 total shots), score of the game will be kept. If there are students sitting out/an EA available they can help by keeping track of such things as possession time by each team. These stats will be kept and used in the next class, where students will create their own word

FOR - White Boards: Students are marking and giving feedback to one another.

White boards and dry erase markers for questions

FOR - Quiz-QuizTrade: students will all receive a card with a question on it which they will have to quiz one other classmate on. These questions will be of an easier variety as this is the first independent practice for students with word problems.

Smart notebook lesson, paper, pencil, pylons, hoops/hula hoops, sticks (broomball, floor hockey, dependent upon what is available at the school, 2 different types of balls, pinnies) Pre made class set of words problems

Muggle Quiddtich. (2014). Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/ Muggle_Quidditch Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

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Unit Plan Template U of A/RDC Middle Years Program problems from these statistics. Before students leave class they will write down their shooting fraction on a sheet of paper and hand it in to the teacher so this will be available to the class for use during the making of their word problems.

*Pictures for student photo story can be taken during this class In this class students will create 3 word problems each from the statistics from the Quidditch game the day before. Once these word problems are created they will share them with another classmate who will try to solve them. Once solved the student will then have their problems marked by the person who made them, who will mark and give constructive feedback to the student of where they may have gone wrong. This class will be their test on fractions and related concepts. Teacher will spend the class circulating the room and assisting students as they complete their test. If a reader or a scribe is needed for any student(s), they will be provided. Harry Potter soundtrack music can be played quietly during the test if students would like.

FOR - Students will mark and give feedback to one another on eachothers solved word problems

Class Stats Sheet, Paper, Pencil, Calculator

OF - Test on Fractions: students will complete this test on fractions as a summative assessment.

Percentages Test

FOR - Observing Students as they Work: teacher will circulate the classroom to assist students as they write this test.

Pencils, Paper Full soundtrack (harry potter and the philosopher's stone). (2014). Youtube. Retrieved from: http://www.youtube.com/watc h?v=YzmNUSThPJQ

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Unit Plan Template U of A/RDC Middle Years Program

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts 5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member * identify and participate in situations and projects

Language Arts Week 1 = 5 Classes Week 2 = 5 Classes Week 3 = 5 Classes Week 4 = 5 Classes Anticipatory Set to the Unit: Introduce Unit-What is Belonging? Magic or Muggle...do you belong? Looking at the novel Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone. Sorting Hat YouTube Video Teacher will place sorting hat on each students head. The random selector on the Smart Board will be created to divide students equally into four different houses: Slytherin, Hufflepuff, Ravenclaw, and Gryffindor. Every week your team will have a challenge and by winning these challenges, you will accumulate points for your house. Desks will be set up in

FOR - journal writing AS - journal writing

Harry Potter Getting Sorted in Gryffindor by Sorting Hat. (2014). Youtube. Retrieved from: http://www.youtube.com/watc h?v=fA3dbvRCui0 Smart Board Novel - Harry Potter and the Philosopherâ&#x20AC;&#x2122;s Stone Graphic organizer to keep track of vocabulary words 24 | P a g e

Unit Plan Template U of A/RDC Middle Years Program in which group work enhances learning and results.

groups of 4 with each group representing each house. (could be up to 8 students per house) Explain to students there will be a team cup challenge during the unit and points will be awarded for homework being done on time, kindness to others, helping each other out, preparedness, etc. Team Cup winner will be announced at the end of the final project.

Journals ‘Appreciation Day’ Letter “What is belonging?” Photo Story Rubric Pencil

As part of team building, they will be designing team flags and a team chant later in art. Discussion of Belonging Definition: “Belong (of a person) fit in a specified place or environment.” Possession or acceptance? The teacher will ask the big question-What is Belonging? Each student will begin their journals by answering that question with what they believe “belonging” is. How do they think it will relate to the novel? Then the students will be given a graphic organizer to write down vocabulary words they are unsure of or to look up words the teacher assigns from the novel. Explain that at the beginning of each Language Arts class, students need to come into class and open their graphic organizers and look up these words in the dictionary. Students will then be handed out the final project-”What is Belonging?” It will be explained that they have the next few weeks to start thinking about different things they belong to 25 | P a g e

Unit Plan Template U of A/RDC Middle Years Program and how they can reveal their sense of belonging. The rubric will be reviewed at this time so students know exactly what to do. This activity will accumulate into an â&#x20AC;&#x153;Appreciation Dayâ&#x20AC;? where they can invite who they want to come and view these presentations. The people invited will have made an impact on students and so they want to show their appreciation to them. Students will be sent home with a letter with dates and times inviting whom they choose. These influential people will have a choice of two days that they can attend. They must sign to appropriate day and students bring it back to school, so the teacher knows how many to expect.

L.A. 2.2 Respond to Text * Make connections between own life and characters and ideas in oral, print and other media. 5.2 Working within a group Identify and participate in situations and projects in which group work enhances learning and results. Art EXPRESSION Component 10 (i)

*During this lesson pictures of students can be taken for use in the photo story Introductory Activity: This is not lesson one in Language Arts as we felt students needed to be introduced to the theme and sorted into houses to gain better insight into this introductory activity. Students will go to Harry Potter Exhibition at Telus Science Center in Edmonton. This field trip will be an all-day event. Students will have prior knowledge of using cameras/phones to record visuals, etc. so they can start gathering evidence for their final photo project. Their final photo story project rubric will also be handed out to students before this trip to the exhibit.

AS - Student reflection on what belonging means to them throughout the field trip.

See Mathematics Lesson 1 for details.

FOR - Teachers will be observing students learn and taking pictures during the field trip to the exhibit.

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Unit Plan Template U of A/RDC Middle Years Program

PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Component 10 (iii) MEDIA AND TECHNIQUES Concepts F. Photography and Technographic Art * Take advantage of the visual art implications of any available technological device and explore the potential of emerging technologies. Included at this level, and advancing from previous grades - simple camera used for specific purposes such as close-ups, medium shots, long shots of same subject matter; various viewpoints, action, composition 1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts

See Field Trip Permission Form for details.

Anticipatory Set: You tube clip (2:40) Begin reading Chapter 1 out loud and start reading Chapter 2, if time permits.

FOR - Walking around the class as you read and observing students.

Mischief Managed: The Harry Potter Retrospective. (2014). Youtube. Retrieved from: http://www.youtube.com/watc h?v=SgmrMbkVxqM Novel - Harry Potter and the 27 | P a g e

Unit Plan Template U of A/RDC Middle Years Program Philosopher’s Stone Chapter 1 - The Boy Who Lived

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts. 1.2 Clarify and Extend * select from others’ ideas and observations to expand personal understanding 2.2 Respond to Text * make connections between own life and characters and ideas in oral, print and other media texts.

Ask 3 quick questions to review the previous reading. With their shoulder partner, they will discuss the questions.

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts 1.2 Clarify and Extend select from others’ ideas and observations to

Ask 3 quick questions to review the previous chapter. Students will work with their face partners to answer questions. Discuss as a group after a few minutes. 1. What do we learn about the scar? 2. What happens at the zoo? 3. Do you think Harry feels unique or do you think he feel isolated and alone?

1. Describe number four, Privet drive and what do you think it means to begin the story here? 2. What is the difference between Vernon Dursley and Albus Dumbledore? 3. Do you think Harry is ready for this new adventure? Why? After a few minutes the class will discuss them as a group. Continue to finish chapter 2 and then start on chapter 3 out loud to the class.

Finish reading chapter 3. Ask for student

Graphic organizer to keep track of vocabulary words Novel - Harry Potter and the Philosopher’s Stone Chapter 2 - The Vanishing Glass Chapter 3 - The Letters From No One

FOR - Listening and walking around as students work together to answer questions. Discussion as a Graphic organizer to keep track group. Also will of vocabulary words be walking around the class as you read and observing students. AS - students reflect on what they know and remember from the chapter. FOR - Listening and walking around as students work together to answer questions. Discussion as a group. Also will be walking around the class

Novel - Harry Potter and the Philosopher’s Stone Homework: Chapter 4 - The Keeper of the Keys Chapter 5 - Diagon Alley Graphic organizer to keep track of vocabulary words 28 | P a g e

Unit Plan Template U of A/RDC Middle Years Program expand personal understanding

volunteers to read today. Students will get out their journals and answer the following two questions: 1. What was Harryâ&#x20AC;&#x2122;s home life like before finding out about his secret past? 2. Why do you think the magic community allowed him to live with Muggles for so long? Why not take him in themselves? Strongly encourage that there are no right or wrong answers-put yourselves in Harryâ&#x20AC;&#x2122;s shoes. Last 10 mins of class Look at pictures and ask for feedback-relating this back to photo story assignment (belonging) and picture taking. Assign homework: Read chapters 4 and 5 for Monday. Differentiated Instruction: Not all students will be able to read the book at home so these students would either go with an educational assistant to the library during literacy class to read these chapters and/or they would have access to the audio tape of the book to listen at home. Last 10 minutes of class: Look at pictures on Smart Board and ask for feedback-relating this back to photo story assignment (belonging) and picture taking. Take pictures with meaning.

as you read and observing students.

Journal/Pencil Pictures examples below:

FOR/AS - journal writing. OF - Journals collected at the end of the week to get a mark out of 5 for their thoughts and reflection on what is being read. This also can be formative as they will get more time to work on their journals if they are not completing it in class. These are collected at the very end of the unit for summative assessment. AS - Students reflect on what they know and remember from 29 | P a g e

Unit Plan Template U of A/RDC Middle Years Program 6

1.2 Clarify and Extend * select from others’ ideas and observations to expand personal understanding 2.2 Respond to Text *Observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community 5.2 Work within a group * Identify and participate in situations and projects in which group work enhances learning and results.

Warm up: Students will play timed pair share. Here are some examples of questions that would be asked. 1. Why is Chapter 4 called The Keeper of the Keys. Explain this. 2. What city is Diagon Alley in? What do you picture when you read this part of the book? What does it look like to you? 3. If you could have one magic companion, what would it be? Owl? Unicorn? Dragon? Puppy? After a few minutes students will sit down and teacher will ask for some answers or ideas as part of a group discussion. At this time there will be an open question time to discuss any vocabulary that came up in the last week.

2.2 Respond to Text * make connections between own life and characters and ideas in oral, print and other media texts. * observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community.

Discuss what was important about chapter sixtrain ride, meeting of Ron and Hermione, etc. “Bertie Bott's Every Flavour Beans, Drooble's Best Blowing Gum, Chocolate Frogs, Pumpkin Pasties, Cauldron Cakes, and Licorice Wands”. (Students will have watched this clip in their math class already). Students will create a candy of their choice and write it down in their journals describing what it is and what it tastes like using descriptive vocabulary like we have discussed in the novel.

Read Chapter 6 out loud to the class.

Read Chapter 7 out loud to students.

the chapter. FOR - Listening and walking around as students work together to answer questions. Discussion as a group. Also will be walking around the class as you read and observing students. AS - Students reflect on what they know and remember from the chapter. FOR - Walking around the class as students are writing in their journals and as you read. AS - Sharing candy ideas with the class or with a house partner. Students reflect on what they know and

Novel - Harry Potter and the Philosopher’s Stone Chapter 6 - The Journey From Platform Nine and Three Quarters Graphic organizer to keep track of vocabulary words Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Journals/ Pencil Novel - Harry Potter and the Philosopher’s Stone Chapter 7 - The Sorting Hat Graphic organizer to keep track of vocabulary words

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Unit Plan Template U of A/RDC Middle Years Program

1.2 Clarify and Extend * select from others’ ideas and observations to expand personal understanding 2.2 Respond to Text * make connections between own life and characters and ideas in oral, print and other media texts 5.2 Work within a group * identify and participate in situations and projects in which group work enhances learning and results.

4 Corners: Students will pick one out of 4 magical animals of their choosing and stand in the designated corner. Example: Unicorn corner 1, dragon corner 2, Phoenix corner 3, 3 headed dog corner 4. Students will pair off and discuss these ideas: Magic reveals character -“the most important aspect of the Sorting Hat is not what it says about a student itself, but how that student chooses to react to the Sorting.” Discuss your own character. If you were at a brand new school, how would you feel in that moment? Would you feel you belong?

2.2 Respond to Text * observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community. * Make connections between own life and characters and ideas in oral, print and other media texts

Watch YouTube video on belonging.

Read Chapter 8 out loud.

Discuss as a group how you would feel if you were singled out so everyone knew who you were and everyone was staring at you. Would you be comfortable? Would you want to go back home to the Dursley’s or would you feel that this is your destiny to do magic? Students will get out their journals and answer the following two questions: 1. What are your impressions of Dudley and the Dursley’s. Do you think they love Harry Potter?

remember from the chapter. FOR - Walking around the class as you read and observing students. AS - Reflect with a partner about your character and going to a new school sense of belonging. Students reflect on what they know and remember from the chapter. FOR - Walking around the class as you observe students writing in their journals and creating their thought web. FOR/AS - Journal writing. OF - Journals collected at the end of the week

Novel - Harry Potter and the Philosopher’s Stone Chapter 8 - The Potions Master Graphic organizer to keep track of vocabulary words

Filimon, J. (2012, September 19). Belonging - short film (screen it 2012 competition). Retrieved from: http://www.youtube.com/watc h?v=oeB6uxu57ss Novel - Harry Potter and the Philosopher’s Stone Chapter 9 - The Midnight Duel Chapter 10 - Hallowe'en Graphic organizer to keep track of vocabulary words 31 | P a g e

Unit Plan Template U of A/RDC Middle Years Program Why do you think they are so terrible towards him? 2. What are your first impressions of Hogwarts School? What about it makes it seem special and different? Week two Challenge: Thought Web on Belonging Students will draw a thought web with their name in the middle. From there they will make different bubbles to explain where they think they “belong”. Teacher will have example of her thought web on board. Giving examples of sports, church, dance, family, etc. This will be helpful for their final project. (Photo Story)

to get a mark out of 5 for their thoughts and reflection on what is being read. Thought web of belonging using a rating scale

Journals Smart Board for thought web example Rating Scale for Belonging Thought Web includes: 5 examples, examples explained and student role(s)

AS - Students reflect on what they know and remember from the chapter.

Assigned homework: Read chapters 9 and 10 for Monday. Complete thought web if needing more time.

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts. 5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member.

*Pictures for student photo story can be taken during this class Students will warm-up with Fan-N-Pick. Cards will be pre-made so there is a discussion of favourite characters, Harry’s disobedience in Chapter 9, funny names in the book thus far (Professor Sprout), discussion of the title of the chapters, Quidditch, Fluffy, etc. Read Chapter 11 out loud to students.

FOR - Listening and walking around as students work together to answer questions. Also will be walking around the class as teacher reads and observes students.

Novel - Harry Potter and the Philosopher’s Stone Chapter 11 - Quidditch Graphic organizer to keep track of vocabulary words Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

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Unit Plan Template U of A/RDC Middle Years Program

3 Quick Questions: 1. Discuss the friendship between Harry, Ron and Hermione. Give examples from the book. 2. Is Quidditch like anything in our world? Explain how. 3. What are some descriptive words that would describe Professor Snape? Do you trust him? Students will discuss with their shoulder partners the quick questions and then teacher picks popsicle sticks out with students names to get some thoughts on these questions. Read Chapter 12 outloud.

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts. 2.2 Respond to Texts

3 Quick Questions: 1. What does Harry get for Christmas? How does it help him in this chapter? 2. What is the title of the chapter and why? 3. Why is Nicolas Flamel important to the story? Students will discuss these questions with their face partners.

AS - Students reflect on what they know and remember from the chapter. FOR - Listening and walking around as students work together to answer questions. Discussion as a group. Also will be walking around the class as you read and observing students. AS - Students reflect on what they know and remember from the chapter. FOR - Listening and walking around as students work together to answer questions. Also will be walking around

Novel - Harry Potter and the Philosopher’s Stone Chapter 12 - The Mirror of Erised Graphic organizer to keep track of vocabulary words

Novel - Harry Potter and the Philosopher’s Stone Chapter 13 - Nicolas Flamel Graphic organizer to keep track of vocabulary words

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Unit Plan Template U of A/RDC Middle Years Program

* observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community. 5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member. 1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts. 5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member * identify and participate in situations and projects in which group work enhances learning and results. * assess own contributions to group process, and set personal goals for working effectively with others

Read chapter 13 outloud to the students. Ask for any volunteers today to read. (preferably different students than last time)

the class as you read and observing students. AS - Students reflect on what they know and remember from the chapter.

Students will come together into their full houses- which are two sets of 4 desks. As a house they will decide the correct answers to a series of questions by playing a version of “Family Feud” where 4 students will go up against each other and have to grab the wand in the middle of the table. Some examples of the questions: 1. Why does Harry go into the Forbidden Forest? 2. Who wins the Quidditch match? 3. Who does Harry give a chocolate frog to? 4. What is the mystery of Nicolas Flamel?

FOR/AS Observing the ‘Family Feud’ game; watching to see who answers the questions correctly. Students will realize what they don’t know and learn from others responses.

Novel - Harry Potter and the Philosopher’s Stone Chapter 14 - Norbert the Norwegian Ridgeback Graphic organizer to keep track of vocabulary words

Read Chapter 14 outloud to the students. FOR - Discussion as a group. Also will be walking around the class as you read and observing students. AS - Students 34 | P a g e

Unit Plan Template U of A/RDC Middle Years Program

3 Quick Questions: 1. What do we learn about Hagrid’s personality in this chapter? 2. Would you keep a secret for a friend and not tell anybody even if you knew that it was illegal? 3. Fun fact! How many uses of dragon’s blood are there? Students will discuss these questions with their house of 4. Then do a quick review of vocabulary from this week. Journal writing: 1. What larger theme is important in the discussion of the Mirror of Erised and Harry's fascination with it? 2. What is the difference between the wizarding world and the Muggle world? Why does the author choose to highlight these differences?

2.2 Respond to Text * make connections

reflect on what they know and remember from the chapter. FOR - Listening and walking around as students work together to answer questions. Also will be walking around the class as you read and observing students.

Assign homework: Read Chapters 15 and 16 for Monday.

OF - Journals collected at the end of the week to get a mark out of 5 for their thoughts and reflection on what is being read.

Warm up: Students will play timed-pair-share. Here are some examples of questions that would

AS - Students reflect on what they know and remember from the chapter. FOR - Walking around the class

Novel - Harry Potter and the Philosopher’s Stone Chapter 15 - The Forbidden Forest Chapter 16 - Through the Trapdoor Graphic organizer to keep track of vocabulary words Journals

Novel - Harry Potter and the Philosopher’s Stone 35 | P a g e

Unit Plan Template U of A/RDC Middle Years Program between own life and characters and ideas in oral, print and other media texts. * observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community.

1.1 Discover and Explore * read, write, represent and talk to explore and explain connections, between prior knowledge and new information in oral, print and other media texts. 1.2 Clarify and Extend * select from others’ ideas and observations to expand personal understanding. 3.4 Share and Review * select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share * use various styles and

be asked. 1. What do you think the significance of Dumbledore and his relationship with Harry is? 2. What is the significance of Harry’s scar and why does it pain him so much in the forest? 3. What do you need to do to get past Fluffy? 4. Discuss the different trap doors that they have to go through. Read the final chapter of the novel. Students are each asked to read a paragraph out loud. Students who are not at that reading level could work with an educational assistant or not participate in class reading and just observe. (listen) FLEX DAY for reading catch up or journal writing to be finished. Review all vocabulary that has been addressed during the novel reading. If groups have caught up, they can make cue cards with Brainscape to test their knowledge.

Week Four Final House Challenge: Photo Story Project Students will work individually to create a photo story of their own. Using their thought web they created in their teams two weeks ago as a

as you read and observing students. AS - Students reflect on what they know and remember from the chapter.

FOR - Walking around the class as you read and observing students, checking for understanding and progress. Review graphic organizer and discuss as a group the vocabulary words. FOR - Walking around the class as you help them and guide them through working on the project.

Chapter 17 - The Man With Two Faces Graphic organizer to keep track of vocabulary words Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Novel - Harry Potter and the Philosopher’s Stone Graphic organizer to keep track of vocabulary words *Book Computer Lab/Laptops* Brainscape. (2014). Bold learning solutions. Retrieved from: https://www.brainscape.com/ *Book computer lab* Microsoft Photo Story software. Digital cameras and/or phones to download pictures online to photo story program. 36 | P a g e

Unit Plan Template U of A/RDC Middle Years Program forms of presentations, depending on content, audience and purpose.

3.4 Share and Review * select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share * use various styles and forms of presentations, depending on content, audience and purpose. 3.4 Share and Review * select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share * use various styles and forms of presentations, depending on content, audience and purpose. 5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member * identify and participate in situations and projects in which group work

resource, they will answer the question-”What is Belonging?” Students will have prior knowledge of photo story software and use this to create a 10-15 slide photo story with sound. Review rubric for final project again. Show an example of the teacher’s Photo Story and discuss this example before they begin working on their own project. Continue to work on photo project. Students will be working on them for one class in Art so they will need to complete by third class or come in at lunch and/or complete over the weekend to finish the photo story project.

Appreciation Day! Day 1 of presentations Students will be seated in their houses with their team flags. We will start by doing team chants and then group warm ups with music. Shoulders, hips, legs, etc. to get students moving. Then one person from each team will have the opportunity to go up to the SmartBoard to answer questions from the novel. There will be a buzzer on the board for students to quickly push to have the correct answer. We will run through the entire class before beginning the presentations. Students should be practicing good classroom behavior that has been addressed prior to this

AS - Reflecting on their sense of belonging.

Photo Story Rubric

FOR - Walking around the class as you help them and guide them through working on the project.

*Book computer lab*

Photo Story Exemplar

Microsoft Photo Story to create photo story

AS - Reflecting on their sense of belonging. AS - Students will reflect on their own work as they view their projects.

Harry Potter Theme Remix Remake. (2010). Youtube. Retrieved from: http://www.youtube.com/watc h?v=FwSVgR8g6Hw

FOR - Teacher will get feedback from students about individual projects.

Mike Relm: The Harry Potter Remix. (2010). Youtube. Retrived from: http://www.youtube.com/watc h?v=PLL5MRijzI8

OF - Teacher will view the photo story’s to give a final challenge

SmartBoard

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Unit Plan Template U of A/RDC Middle Years Program enhances learning and results.

5.2 Work within a group * assume a variety of roles, and share responsibilities as a group member * identify and participate in situations and projects in which group work enhances learning and results.

lesson. Listening, praising, and being respectful to others while presentations are happening. Students will be responsible for introducing their final project and then answering any questions at the end, if any. Students will fill out a short feedback form after each presentation. Last Day of Presentations: Complete all presentations using the same classroom behavior as listed above. These presentations will be carried over into the art period. Journals to be handed in at this time for final evaluations and feedback.

At the end of the presentations houses will then find out what the total points awarded for each house were over the last few weeks and who wins the team cup challenge!

mark in the Unit.

AS - Students will reflect on their own work as they view their projects.

SmartBoard Journals

FOR - Teacher will get feedback from students about individual projects. OF - Teacher will view the photo storyâ&#x20AC;&#x2122;s to give a final challenge mark in the Unit.

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Unit Plan Template U of A/RDC Middle Years Program

Art Week 1 = 3 Classes Week 2 = 2 Classes Week 3 = 3 Classes Week 4 = 2 Classes 1 See Mathematics Lesson 1 for details. 2

REFLECTION Component 3 APPRECIATION: Concepts C. Artworks contain symbolic representations of a subject of theme. EXPRESSION Component 10 (i) PURPOSE 3: Concepts A. Details, patterns or textures can be added to twodimensional works. PURPOSE 4: Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be

Team Flags & Chant Introductory Activity: Symbolic images will be shown to students, students will respond on whiteboards to show what they think the image represent. Active discussion will follow as to why each image represents what it does. For example, dove=purity, crow=death, red=passion, etc. For example, dove=purity, crow=death, red=passion, as well as symbols that are in the novel. Symbols from the Hogwarts houses: Gryffindor/Lion: courage, bravery, chivalry, daring, nerve

FOR - Closure presenting flag and chant to class.

We Will Rock You by QUEEN with lyrics. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=qGaOlfmX8 rQ

FOR - Peer feedback form on class presentations of team flags and chant. Give one thing that was good, one thing they could improve on, and any other comments.

Materials Needed: -white boards & markers - white fabric - fabric markers - hot glue - materials that give texture such as, buttons, string, pinecones etc. Pictures of the animals that represent each Hogwarts house:

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Unit Plan Template U of A/RDC Middle Years Program interpreted visually, or symbolized.

Ravenclaw/Raven: intelligence, wit, wisdom, originality, acceptance Slytherin/Serpent: traditionalism, resourcefulness, ambition, determination, cunning Hufflepuff/Badger: dedication, hard work, patience, kindness, tolerance, fair play Activity 1: Students are already in their team houses from L.A. earlier in the day; therefore, they will use these house teams to create a sense of belonging and patriotism. Students will work together to create a cloth flag that represents them symbolically and literally. They will be provided with materials to create textures and fabric markers for pattern and design. Activity 2: Teacher will provide an example of a chant to `We Will Rock You` by Queen. Students. Students then will, in their houses, make a chant song for their own group. Closure: Each group will present their flag and chant to the rest of the class. They must tell the class why they put certain things on 40 | P a g e

Unit Plan Template U of A/RDC Middle Years Program their flag and what they mean to them.

REFLECTION Component 3 APPRECIATION: Concepts C. Artworks contain symbolic representations of a subject of theme. PURPOSE 4: Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or symbolized. PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Component 10 (iii) MEDIA AND TECHNIQUES: Concepts D. Sculpture - Advance wire sculpture to include tying, coiling, wrapping, soldering in combination with other

*Pictures of students can be taken during this class for use in photo story Design your wand: *if there were any groups that had not presented their team flag and chant they would do so at the beginning of class. Anticipatory Set: Watch Movie clip of Harry receiving his wand “the wand chooses the wizard.” Discuss, how having something personalized to just you makes you feel? Activity 1: Hand out rubric and go over details. Show exemplars of different wands. Model different techniques, coiling, wrapping, tying and soldering. Hand-out on wire techniques. Activity 2: Have students draw their ideas of what they want to create, make sure they put thought in by writing a short description of, what the wand can do? And, why it chose them? This will be checked by the teacher.

FOR Activity 2 (draw idea, write description), when checking sketch and answers give oral and written feedback to further thinking.

Harry Potter & The Sorcerer’s Stone - Harry’s Wand. (2014). Youtube. Retrieved from: http://youtu.be/5whe9XtdQgw

Closure: (students can teach each other various wire techniques through rally robin)

Materials Needed: Copper Wire Beads Paint Round Nosed Pliers Pointy Flatnose Pliers Wire Snippers

Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing Wand Rubric Wire Techniques Handout

AS - Students reflection on their wand creation and the questions linked with that creation.

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Unit Plan Template U of A/RDC Middle Years Program materials.

Activity 3: When most or all of the students have finished their rough drawing the class will go outside to gather some material they might want to use such as unique rocks, sticks, leaves, etc. Closure: Students will do a rally robin on the knowledge of the different wire techniques they learned. *Pictures of students can be taken during this class for use in photo story

REFLECTION Component 3 APPRECIATION: Concepts C. Artworks contain symbolic representations of a subject of theme. PURPOSE 3: Concepts B. Details, patterns or textures can be added to the surface of three dimensional

Introduction: Students will watch a video on wrapping wire and follow along with their own wire and pliers. Activity 1: Before students start they must work with a partner to complete the following wire techniques: coiling, wrapping, tying, soldering.

FOR Activity 2 (draw idea, write description), when checking sketch and answers give oral and written feedback to further thinking.

Wireworking - How To Make a Wrapped Loop. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=JXUVUVLF6 fk&list=PL01E7E3B20F039886 Cards with pictures of coiling, tying, wrapping, and soldering Materials Needed: Copper Wire Beads 42 | P a g e

Unit Plan Template U of A/RDC Middle Years Program

works. PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Component 10 (iii) MEDIA AND TECHNIQUES: Concepts D. Sculpture - Advance wire sculpture to include tying, coiling, wrapping, soldering in combination with other materials. REFLECTION Component 3 APPRECIATION: Concepts C. Artworks contain symbolic representations of a subject of theme. PURPOSE 3: Concepts B. Details, patterns or textures can be added to the surface of three dimensional works. PURPOSE 4: Concepts A. Feelings and moods can be interpreted visually. B. Specific messages, beliefs and interests can be interpreted visually, or

Activity 2: Students will work on their wand project. Closure: fan and pick a card with a picture of wire techniques which they will have to explain to another student *Pictures of students can be taken during this class for use in photo story

Introduction: Students will do a timed pair share where they show each other what they have accomplished thus far, as well as, what their wand can do, and why it chose them. Activity 1: Students will then continue their wand to completion Closure: Students will do a walk through the classroom, being able to look at each otherâ&#x20AC;&#x2122;s projects and appreciate the uniqueness and design of each one.

Closure (fan and pick a card with a picture of wire techniques which they will have to explain to another student) AS - Students reflection on their wand creation and the questions linked with that creation. FOR - Observe students work OF - The completion of the wand project, marked on a rubric AS - Sharing their answers to the questions: What can your wand do? Why did it choose you?

Paint Round Nosed Pliers Pointy Flatnose Pliers Wire Snippers Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watch?v=YzmNUSTh PJQ

Materials Needed: Copper Wire Beads Paint Round Nosed Pliers Pointy Flatnose Pliers Wire Snippers Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watch?v=YzmNUSTh PJQ Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

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Unit Plan Template U of A/RDC Middle Years Program

symbolized. PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually. Component 10 (iii) MEDIA AND TECHNIQUES: Concepts D. Sculpture - Advance wire sculpture to include tying, coiling, wrapping, soldering in combination with other materials. DEPICTION Component 6 QUALITIES AND DETAILS: Concepts A. Colour harmonies affect the mood and feeling of the viewer. B. Tonal interchanges enhance a work. EXPRESSION Component 10 (i) PURPOSE 1: Concepts D.Knowledge gained from study or experimentation can be recorded visually. PURPOSE 2: Concepts A. A narrative can be retold or interpreted visually.

Introduction: Team building activity - Each team house has to draw a scene from the novel. The challenge is that each team member only has one color of crayon and can only draw once. Meaning if they had brown they had to think of everything that was brown in the scene. Showing that each member of the group has an important role to play.

Anticipatory Set: Students will watch a few advertisements, as well as look at product slogans, colour techniques used and name choice for products.

FOR - Guiding and observing poster creation.

See Math Lesson 8 for Belonging Potion Checklist Potion Poster Checklist

- Checking for understanding of using colour harmonies and tonal interchanges through discussing advertisements.

Materials Needed: Poster Paper, Markers, Pencil Crayons, Paint (Students have prior knowledge of painting and techniques from previous unit), Scissors, Rulers, Glue, Pencils and Paper

AS - Students will need to reflect on the importance of 44 | P a g e

Unit Plan Template U of A/RDC Middle Years Program PURPOSE 3: Concepts A. Details, patterns or textures can be added to twodimensional works. PURPOSE 4: Concepts A. Feelings and moods can be interpreted visually. PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.

From looking at real world advertisements and products students will be able to grasp what the highlighted parts of making a product appealing. Telling them that they will have to convince their own classmates that they have an amazing potion.

their belonging potion from math class and why they chose those ideas to put on their poster. Best Doritos Commercial Compilation 2013 Super Bowl 2013 Commercial. (2014) Youtube. Retrieved from: http://www.youtube.com/watch?v=LYSr4uzfz7 Q

Activity 1: Have team houses split into different roles for making the poster. (Idea generator, drawer, colouring, organizer). They will need to record their role on the potion poster checklist.

Minion Madness at McDonald's! | Commercial | McDonald's Global. (2014). Youtube: Retrieved from: http://www.youtube.com/watch?v=WKlHZ_mQ m34

Activity 2: Hand out poster paper and have students start their poster, make sure each student contributes.

Closure: Remind students that they will be trying to sell their potion to classmates next class.

Art DEPICTION Component 6 QUALITIES AND DETAILS: Concepts

*Pictures of students can be taken for use in the photo story Introduction: Watch advertisement, have students rate it with a fist of five for different categories such as, color, humor,

FOR Fist of five for rating a particular

Apple - TV Ad - Our Signature. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=Zr1s_B0zqX 0 45 | P a g e

Unit Plan Template U of A/RDC Middle Years Program A. Colour harmonies affect the mood and feeling of the viewer. B. Tonal interchanges enhance a work. EXPRESSION Component 10 (i) PURPOSE 1: Concepts D.Knowledge gained from study or experimentation can be recorded visually. PURPOSE 2: Concepts A. A narrative can be retold or interpreted visually. PURPOSE 3: Concepts A. Details, patterns or textures can be added to twodimensional works. PURPOSE 4: Concepts A. Feelings and moods can be interpreted visually. PURPOSE 5: Concepts A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.

catchiness, uniqueness, and how convinced they are to buy that product. Activity 1: Give students a little more time to finish up poster and think of how they will present their potion. Activity 2: Presentation of posters. Pull one student from each house. These students will form the panel of judges and will create a rubric. The â&#x20AC;&#x2DC;judgesâ&#x20AC;&#x2122; will share with the rubric with the class before the houses advertise their potion.

advertisement Student rubric for presenting potion House presentations of potion

Rubric- Student Presentation of Advertisement Poster Checklist - Potion Poster Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Rally Robin for code of conduct on behaviour OF Potion Poster using checklist

Closure: Remind students that next class there will be a speaker. Through rally robin students will tell each other the code of conduct which they are to behave especially when a speaker comes in.

L.A. 3.4 Share and Review B. select appropriate visuals, print and/or other media to

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Unit Plan Template U of A/RDC Middle Years Program

inform and engage the audience. 4.3 Present and Share A. use various styles and forms of presentations, depending on content, audience and purpose. 5.2 Work within a group A. assume a variety of roles, and share responsibilities as a group member B. Identify and participate in situations and projects in which group work enhances learning and results. EXPRESSION Component 10 (i) PURPOSE 1: Concepts D.Knowledge gained from study or experimentation can be recorded visually. PURPOSE 2: Concepts A. A narrative can be retold or interpreted visually.

Guest Speakers: Introduction: Reiterate student behaviors and expectations. Introduce guest speaker. Activity 1-Two or three guest speakers will be brought into the classroom. These will be people that are highly influential in our community and who will have struggled with ‘belonging’ all of their lives. They will share their struggles and inspire the class with their positivity and stories of how they do belong in their world and community. They can also then explain what they believe belonging means to them so students can get a different and real world perspective of what

FOR - Questions students ask guest speaker at the end

Smart Board Pencil and Paper Guest Speaker(s)

AS - Each student's’ personal reflection on their sense of belonging through the use of thought and questions.

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Unit Plan Template U of A/RDC Middle Years Program people believe belonging is. As speaker is sharing students will jot down notes or proactively doodle the main points or what stood out to them. Students will have time at the end of the speakers presentation to ask questions. Activity 2- Students will create a mind map of their role in the community and how they feel they belong in their community. They will also answer, what can you do to be more involved in the community? How can you help others feel a sense of belonging?

Art EXPRESSION Component 10 (iii) MEDIA AND TECHNIQUES: Concepts F. Photography and Technographic Art *Take advantage of the visual art implications of any available technological device and explore the potential of emerging technologies. Included at this level, and advancing from previous grades

Closure: Students will share their mind map within their team house. Complete Photo Project (carried on from L.A. classes): Continue to work on photo project. Students will be working on them for two classes in Language Arts and one in Art so they will need to complete by third class or come in at lunch and/or complete over the weekend to finish the photo story project.

FOR - Walking around the class as you help them and guide them through working on the project.

*Book computer lab* Photo Story software Any materials that students need to complete their photo story (pictures, quotes, etc.)

AS-Reflecting on their sense of belonging.

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Unit Plan Template U of A/RDC Middle Years Program - simple camera used for specific purposes such as close-ups, medium shots, long shots of same subject matter; various viewpoints, action, composition - computer and computer software package and input devices, such as, light pen, the mouse and tablets, to explore, design, compose, animate and program to make geometric shapes and designs - slides for recording and sharing; handmade for understanding composition and pattern *Employ technological media techniques, practices and capabilities to promote art understanding, and create designs and compositions. Included at this level and advancing from previous grades - selecting and synchronizing music and/or sound effects for a set of slides, short film, videotape L.A. 3.4 Share and Review * select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share * use various styles and

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Unit Plan Template U of A/RDC Middle Years Program

forms of presentations, depending on content, audience and purpose. Art EXPRESSION Component 10 (i) PURPOSE 1: Concepts D. Knowledge gained from study or experimentation can be recorded visually. PURPOSE 2: Concepts A. A narrative can be retold or interpreted visually. C. Material from any subject discipline can be illustrated visually. L.A. 3.4 Share and Review B. select appropriate visuals, print and/or other media to inform and engage the audience. 4.3 Present and Share A. use various styles and forms of presentations, depending on content, audience and purpose.

See L.A. Lesson 19 & 20 Students should be practicing good classroom behaviour that has been addressed prior to this lesson. Listening, praising, and being respectful to others while presentations are happening. Students will be responsible for introducing their final project and then answering any questions at the end, if any.

AS - Students will SmartBoard reflect on their own work as they view their projects. FOR - Teacher will get feedback from students about individual projects. OF - Teacher will view the photo storyâ&#x20AC;&#x2122;s to give a final challenge mark in the Unit.

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Unit Plan Template U of A/RDC Middle Years Program

Appendix - Resources What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources. Audio Full soundtrack (harry potter and the philosopher's stone). (2012, August 23). Youtube. [Audio podcast]. Retrieved from: http://www.youtube.com/watch?v=YzmNUSThPJQ

Visual

Apple - TV Ad - Our Signature. (2014). Youtube. Retrieved from:http://www.youtube.com/watch?v=Zr1s_B0zqX0 Best Doritos Commercial Compilation 2013 - Super Bowl 2013 Commercial. (2014) Youtube. Retrieved from: http://www.youtube.com/watch?v=LYSr4uzfz7Q Converting Improper Fractions to Mixed Numbers. (2014). Youtube. Retrieved from: http://youtu.be/i4mqPMdyUYg Equivalent Fractions. (2014). Youtube. Retrieved from: http://youtu.be/wL4hICyMLKU Filimon, J. (2012, September 19). Belonging - short film (screen it 2012 competition). Retrieved from http://www.youtube.com/watch?v=oeB6uxu57ss Harry Potter & The Sorcerer’s Stone - Harry’s Wand. (2014). Youtube. Retrieved from: http://youtu.be/5whe9XtdQgw Harry Potter and the Philosopher's Stone - Harry, Hermione and Ron M. (2014). Retrieved from: http://www.youtube.com/watch?v=b6eIgrYraEc Harry Potter and the Philosopher’s Stone - The Potion Master. (2014). Youtube. Retrieved from: http://youtu.be/qs7FliqVPJo Harry Potter Theme Remix Remake. (2010). Youtube. Retrieved from: http://www.youtube.com/watch?v=FwSVgR8g6Hw Introduction to Fractions. (2014). Youtube. Retrieved from: http://youtu.be/ FosWzDPALg

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Unit Plan Template U of A/RDC Middle Years Program

Introduction to Percents. (2014). Youtube. Retrieved from: http://youtu.be/5ZZoc7PgPBE Mike Relm: The Harry Potter Remix. (2010). Youtube. Retrived from: http://www.youtube.com/watch?v=PLL5MRijzI8 Minion Madness at McDonald's! | Commercial | McDonald's Global. (2014). Youtube: Retrieved from: http://www.youtube.com/watch?v=WKlHZ_mQm34 Mischief Managed: The Harry Potter Retrospective. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=SgmrMbkVxqM Primus, S. (2012, January 25). Harry potter getting sorted in gryffindor by sorting hat. Retrieved from http://www.youtube.com/watch?v=fA3dbvRCui0 Proper Fractions (2014). Youtube. Retrieved from: http://youtu.be/PH0mTH52Q0I Rapp, J. (2012, January 25). hp1 dumbledore eats ear wax every flavor bean. Retrieved from http://www.youtube.com/watch?v=bSyIuFOPHDI We Will Rock You By QUEEN With Lyrics. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=qGaOlfmX8rQ Wireworking - How To Make a Wrapped Loop. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=JXUVUVLF6fk&list=PL01E7E3B20F039886 Technology Brainscape. (2014). Bold Learning Solutions. Retrieved from : https://www.brainscape.com/ Harry potter and the philosopher's stone by j. k. rowling. (n.d.). Retrieved from http://www.hplexicon.org/about/books/ps/chapters-ps.html Harry potter and the philosopher's stone study guide & essays. (n.d.). Retrieved from http://www.gradesaver.com/harry-potter-and-the-philosophers-stone/

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Unit Plan Template U of A/RDC Middle Years Program

Harry potter and the sorcerer's stone. (n.d.). Retrieved from https://multcolib.org/harry-potter-and-sorcerers-stone Muggle Quiddtich. (2014). Wikipedia. Retrieved from: http://en.wikipedia.org/wiki/Muggle_Quidditch Mugglenet. (n.d.). Retrieved from: http://www.mugglenet.com/games/shockwave/index.shtml Microsoft Photo Story. (2014). Free download. Retrieved from: http://www.download366.com/microsoft-photostory?utm_source=google&utm_medium=cpc&utm_campaign=366_Search_CAImagen&utm_term=download%20free%20microsoft%20photo%20story&utm_content=Microsoft%20Photo%2 0Story_366_JaviGoogle_CA_K=download%20free%20microsoft%20photo%20story_CP=366_Search_CAImagen&placement=&target=&adposition=1t1&gclid=CLuEjPXv57wCFc5aMgodezAAGA

Literature

Scholastic. (2014). Harry potter and the sorcerer's stone. Retrieved from http://harrypotter.scholastic.com/sorcerers_ Kagan, S. (2009). Kagan cooperative learning. San Clemente, California: Kagan Publishing

Rowling, J. K. (1997). Harry potter and the philosopher's stone. London: Bloomsbury. Retrieved from: http://en.wikipedia.org/wiki/Harry_Potter_and_the_Philosopher's_Stone Community Telus Science Center. (2011). Harry potterâ&#x201E;˘: The exhibition. Retrieved from http://www.telusworldofscienceedmonton.com/exhibits-events/harry-potter-exhibition Other resources

Alberta Education. (2014). Programs of study. Retrieved from Alberta Education: https://education.alberta.ca/teachers/program.aspx

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