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Weeks
wk 33 - wk

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L/L - unit 6 NF - autobiographies
real life contexts
ppt. timelines

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In groups, kids can use world maps to visually represent their journeys. They can make a key using different colored markers to represent themselves.

Inquiry into origins and meaning of first and surnames
A link below to understand common British surnames.
http://edsitement.neh.gov/lesson-plan/whats-name-how-did-surnames-come-be#sect-thelesson

A story about Icelandic names and conflict between individual and tradition http://www.educationworld.com/content/newswhats-namelearn-about-country-iceland

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Strand: Data Handling
Phase: 4

Data can be presented effectively for valid
interpretation and communication

When constructing meaning learners:
- understand that different types of
graphs have special purposes

When applying with understanding
learners:
• design a survey and systematically
collect, record, organize and display
the data in a bar graph, circle graph,
line graph

Strand: Measurement
Phase: 4

When applying with understanding
learners:
- determine times worldwide.

Conceptual Understandings:
Objects and events have attributes that can be measured using appropriate tools.

Learning Outcomes:
- use standard units of measurement to
solve problems in real-life situations involving perimeter, area and volume

• select appropriate tools and units of measurement

• use timelines in units of inquiry and other real-life situations.

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Strand: Living things
The study of the characteristics, systems and behaviours of humans and other
animals, and of plants; the interactions and relationships between and among
them, and with their environment.

Skills:
a. Observe carefully in
order to gather data
b. Use a variety of
instruments and tools to
measure data accurately
c. Use scientific vocabulary
to explain their
observations and
experiences
d. Identify or generate a
question or problem to
be explored
e. Plan and carry
out systematic
investigations,
manipulating variables
as necessary
f. Make and test
predictions

Learning Outcomes:
• recognize the ways in
which plants and animals
have adapted over time
• make links between
different features of the
environment and the
specific needs of living
things
• assess the impact that
changes in environmental
conditions can have on
living things
• recognize the importance
of the fossil record to
inform the concept of
evolution.

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Strand: Continuity and change through time

Formulate and ask questions about the past, the future, places and society.

Use and analyse evidence from a variety of historical, geographical and societal sources.

Orientate in relation to place and time.

Assess the accuracy, validity and possible bias of sources.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Conceptual Understandings:
The grammatical structures of a language enable members of a language community to communicate with each other.

Learning Outcomes:
- realize that grammatical structures can be irregular and begin to use them appropriately and consistently

• recognize that different forms of grammar are used in different contexts

• appreciate that language is not always used literally;
understand and use the figurative language of their
own culture.

Phase: 5
Conceptual Understandings:
People draw on what they already know in order to infer new meaning from what they hear.

Learning Outcomes:
infer meanings, draw conclusions and make judgments about oral presentations

participate appropriately as listener and speaker, in discussions, conversations,
debates and group presentations

reflect on communication to monitor and assess their own learning.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5
Conceptual Understandings:
Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.

Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Learning Outcomes:
view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media

identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel

analyse and interpret the ways in which visual effects are used to establish context

realize that individuals interpret visual information according to their personal
experiences and different perspectives

apply knowledge of presentation techniques in original and innovative ways;
explain their own ideas for achieving desired effects

use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion

analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism

reflect on ways in which understanding the intention of a visual message can influence personal responses.

WRITTEN LANGUAGE_ READING
Phase: 5

Conceptual Understandings:
Synthesizing ideas and information from texts leads to new ideas and understanding.

Learning Outcomes:
read a wide range of texts confidently, independently and with understanding

identify genre (including fantasy, biography, science fiction, mystery, historical
novel) and explain elements and literary forms that are associated with different genres

appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing

identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness

use a range of strategies to solve comprehension problems and deepen their
understanding of a text

WRITTEN LANGUAGE_ WRITING
Phase: 4

Learning Outcomes:
use appropriate punctuation to support meaning

use knowledge of written code patterns to accurately spell high-frequency and
familiar words

check punctuation, variety of sentence starters, spelling, presentation

use a dictionary and thesaurus to check accuracy,
broaden vocabulary and enrich their writing.

Phase: 5
Conceptual Understandings:
Stories that people want to read are built around themes to which they can make
connections.

Effective stories have a purpose and structure that help to make the author’s intention clear.

Knowing what we aim to achieve helps us to plan and develop different forms of writing.

Through the process of planning, drafting, editing and revising, our writing improves over time.

Learning Outcomes:
choose to publish written work in handwritten form or in digital format independently

use written language as a means of reflecting on their own learning

use a range of tools and techniques to produce written work that is attractively and effectively presented.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Conceptual Understandings: Taking time to reflect on what we hear and say helps us to make informed judgments and form opinions.
Learning Outcomes:
-use oral language appropriately and with increasing accuracy.
-verbalize their thinking and explain their reasoning.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 4
Conceptual Understandings: Interpreting visual texts involves making an informed judgment about the intention of the message
Learning Outcomes:
- View, respond to and describe visual information, communicating understanding in oral, written and visual form.
- Describe personal reactions to visual messages; reflet on why others may perceive the images differently.

WRITTEN LANGUAGE_ READING
Phase: 4
Conceptual Understandings: Identifying the main ideas in the text helps us to understand what is important
Learning Outcomes: Understand and respond to the ideas, feelings and attitudes expressed in various texts showing empathy for characters.

WRITTEN LANGUAGE_ WRITING
Phase: 3/4
Conceptual Understandings:
Writing and thinking Work together to enable us to Express ideas and convey meaning.

Learning Outcomes:
- Use a range of strategies to record Words/ideas of increasing complexity.
- Select vocabulary and supporting details to achieve desired effects.
Respond to the writing of others sensitively.

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- Open-minded
- Communicator
- Reflective

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- Appreciation
- Independence
- Empathy

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- Change
- Causation
- Reflection

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- Confidence
- Risk-taker/Courageous

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Visual Journal
RESPONDING
Phase: 3
Conceptual Understandings: When experiencing arts, we make connections between different cultures, places and times.
Learning Outcomes:
- reflect on their own and others' creative processes to inform their thinking.

CREATING
Phase: 3
Conceptual Understandings: We can explore our personal interests, beliefs and values through arts.
Learning outcomes:
- Use a personal interest, belief or value as a starting point to create a piece of artwork.

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Strand: Interactions
Phase: 4
Conceptual Understandings:

An effective group can accomplish more than a set of individuals.

Learning Outcomes:

Reflect critically on the effectiveness of the group during and at the end of the process.

Build on previous experiences to improve group performance.

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- Research skills
- Communication skills

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Students will create an autobiography which will allow them to reflect on the following criteria:
Personal change from birth to present (self and family)
Reflecting on past experiences
Changes caused because of an experience

Danish: Writing a journal entry

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Reflecting on personal histories allows us to celebrate who we are and how these experiences have shaped us

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- Personal change from birth to present
- Reflecting on experiences
- How our experiences change and shape us