Alberta History Unit Planner

Class: Boschees Bees (Grade 3-4)
Unit: Social Studies, Alberta History, 20 classes, Sept. 28th Oct. 30th,
Periods 7-10
Name: Mr. Matthew Fosen
GLOs:
Social Studies:
4.1 Alberta: A Sense of the Land Students will demonstrate an
understanding and appreciation of how elements of physical geography,
climate, geology, and paleontology are integral to the landscapes and the
environment of Alberta.
4.2 The Stories, Histories, and People of Alberta Students will
demonstrate an understanding and appreciation of the role of stories, history,
and culture in strengthening communities and contributing to identity and a
sense of belonging.
4.3 Alberta: Celebrations and Challenges Students will demonstrate an
understanding and appreciation of how Alberta has grown and changed
culturally, economically, and socially since 1905.
Art:
English Language Arts:
Assessment: Most of the assessment for this project will be formative, but
easily documented. The end product for this project is to create a comic
that documents the history and peoples of Southern Alberta. There is a series
of projects that all build the skills necessary to create the end project.
Layering one on top of the other, the art skills and the historical
understanding will start separated, but will by the end merge together into
the finished product. Several pieces will be created as a result, most of which
will be used in formative assessment, but will contribute to an overall class
mark, that uses a combination of their work ethic, creativity, and
understanding.
WEEK FIVE:
Monday: Introduction to the History of Alberta
-
Social Studies: Have the students start reading through the first part of
Chapter 4. As a group, discuss the important parts of the reading
Art: Introduction to comics, practice on facial expressions
School picture day, at some point during the day
Tuesday: The Early History of Alberta

-
Social Studies: Students will read the second part of Chapter 4. In

groups, they will do the second worksheet.
Art: Continued Work on facial expressions
Wednesday: Early History, continued

-
Social Studies: Students will read the third part of Chapter 4.

Art: Body and movement practice. Starting with skeletons, the
students will build the volume of the body.
Terry Fox run in the morning
Thursday: Early History, wrap-up

-
Social Studies: Students will read the final part of Chapter 4. In groups,
they will do the last worksheet
Social Studies: Students will be given a quiz on Chapter 4.
Art: Students will be given free drawing time, and can work on
expressions or on decorating their reading boxes
Friday: Physical Education and Class Meeting

-
Warm fuzzies
Talk about issues of the week
Physical Education Martial Arts basics
WEEK SIX:
Monday:
-
Social Studies: Continued reading in Chapter 4. Students will contribute

to a word web on the white board about what they have just read.
Art: 3-panel stories solo stories. Students will be given a worksheet
with three panels on it. They need to tell a story of their choosing,
through pictures only.
Tuesday:
-
Social Studies: Continued reading in Chapter 4

Art: 3-panel stories fixed story. Using the same worksheet as before,
the students will create a 3-panel story using a fixed storyline. This
story will be tied into the readings in social studies
Wednesday:
-
Social Studies: Finish reading in Chapter 4. Students will read as a

group (with volunteer readers) then discuss the material as a class.
Art: Body and movement challenge. Students will use the skills they
have practiced to create a series of bodies in motion according to a list
given.
Thursday:
-
Art: Thumbnail sketches and planning. Students will be shown a series

of slides to demonstrate how to thumbnail a comic page, then practice
making a thumbnail and finished page.

-
Warm fuzzies
WEEK SEVEN:
Monday:
-
NO CLASS - THANKSGIVING
Tuesday:
-
NO CLASS PD DAY
Wednesday:
-
Panel work continued

Start reading chapter 5
Thursday:
-
Panel work continued

-
Warm fuzzies
WEEK EIGHT:
Monday:
-
Continue reading chapter 5

Your own comic page, research
Tuesday:
-
Continue reading chapter 5
Your own comic page, research, continued
Wednesday:
-
Finish reading chapter 5

Your own comic page, creation
Thursday:
-
Your own comic page, final day

-
Warm fuzzies
WEEK NINE:
Monday:
-
Start reading Chapter 6

Class comic pages, day one, design
Tuesday:
-
Continue reading Chapter 6

Class comic pages, day two, rough draft
Wednesday:
-
Finish reading Chapter 6

Class comic pages, day three, research
Thursday:
-
Pumpkin carving

-
Warm fuzzies
WEEK TEN:
Monday:
-
Continued work on class comic
Tuesday:
-
Continued work on Class comic
Wednesday:
-
Continued work on class comic
Thursday:
-
Final class to work on class comic

-
Warm fuzzies
Monday, Week Five: The Introduction to the History of Alberta

Objectives: Students will:
September
1. Explore the history of Alberta, in order to be able
28th, 2015
to tell the story of Albertas history accurately
2. Develop the skills necessary to render people and
places in order to tell a story
3. Combine these two objectives to help create a
comic book story of Alberta
4. Read about the history of the First Nations people,
strengthening their reading skills
5. Develop their skill in rendering emotion on the
human face
6. Strengthen the students faith using a series of
worksheets that practice faith through action

Prior Knowledge: Identity projects and basic understanding of heritage and
history, basic drawing practice and understanding of human anatomy
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

Daily Physical Activity
- Weather permitting, we will be going
outside to play some games. These games
involve concentration and paying
attention, including:
o Clap Freeze Tag Some students will
be made the taggers, and they will
tag the other students. When a
student is tagged, they must freeze,
and hold their hands up in front of
them (palms facing each other
about 6 inches apart). To be
unfrozen, a free student must clap
their hands together (student grabs
the frozen students hands and claps
those hands together for them).
Change taggers every few minutes.
o Sharks and Minnows A single
student starts as a shark in the
middle of the area. Everyone else
lines up at one end of an area. The
students must race across from one
end of the area to the other when
the shark says go. The shark tags
any students he/she can as they run
(shoulder/arm only). The tagged
students now become sharks as
well. The game continues until all of
the minnows are tagged. Then pick
a new shark to start.
Materials
& Prep
Cones or
other
markers
Lunch
None
Social Studies Living With the Land, continued

- Have students read pages 96- 103; see
below for students that have finished the
reading
- As a table group, discuss what was just
read, then write down the three most
important points of what was read
- Walk around to make sure students stay on
task
Voices of
Alberta
textbook
worksheet
Make sure the names of the entire group is

on the worksheet
Once the worksheet is done, begin a group
conversation. Write all of the ideas on the
board and see which ones were the most
popular.
Use these ideas as a basis for the following
questions:
o With what youve read so far, and
what you already know about the
province, what is the story of
Alberta?
o Do you think this story is going to
change as you read more? How?
o What are some of your predictions
for what happens next in the history
of the province?
For those students that are finished, hand
out the attached crossword puzzle as a
filler activity until the rest are caught up.
Explain to the students, that the storytelling aspects of the conversation is for a
reason: by the end of the unit, our
culminating project for the next unit will be
to make a comic book. Each person in the
class will create one page of a continuous
story, then we will compile them all into a
single book!
Therefore, we want the students to
understand the story of Alberta, so that
they can write and draw their part in the
story.
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29
Snack Review this weeks Faith in Action

worksheet
- Talk about the weeks theme (Confidence);
read the sheet to them again and remind
them to get the sheet home to their
parents if they havent already.
- Review the other sheets the activity
sheet (parents choose between 4-8
activities on the sheet, if the students does
all of the work to the satisfaction of their
parents over the week, the parents sign
the sheet, the student brings the sheet
back in to me and they get a sticker on
their chart), extra-curricular activity sheet
(the student takes the sheet to their coach
SMART
Board
Presentatio
n of
exemplars
Facial
Expressions
worksheet
Paper
Pencils
Markers
Pencil
Crayons
and has their coach rate them on the

chart. If the coach is happy with it, they
sign it, then the parents sign it, then the
student brings the sheet back in to me for
a sticker on their chart) and exemplar
sticker sheet (if the student did something
exceptional, like volunteering or helping
others, they get their parent to fill out the
sheet and sign it, then the student brings it
in to me and I put a sticker up on their
chart)
Take a look at the leaderboard to check
progress towards Wow points
Art Comic strips introduction faces and

expressions
- Introduce art as story-telling through
presentation
- Show exemplars of simple emotion and
expression in faces
- Students will practice with creating various
expressions on the worksheet provided
Homework: None
Overflow Activity: Reading
Next Class: The next set of pages in Chapter 4 of the textbook. More work
on comic book representation.
Reflection: Well, this was a disaster. I had a doctors appointment first thing
in the morning, where they did a biopsy on my neck. They said it wasnt
going to be a big deal, but I ended up in so much pain I had to go home. NOT
a good way to start a new unit. Jana covered for me, and I cant thank her
enough. Her notes told me that they didnt really get through all of the
material because it also happened to be picture day, so I have adjusted
tomorrows plan accordingly. I really dont like missing out on things. Having
been benched from the martial arts, it really, really hits me in the core, and I
still lack the tools to manage that feeling effectively. Work in progress I guess.
Anyways, as per Janas notes, the group prospect mostly worked, they had to
spend a lot of time talking about how to work as a group, which I hadnt
factored in. Its all of these little things I just take for granted and dont
realize I need to plan for. Like textbooks. Jana and I were both surprised to
learn that this was the first time anyone in the class had used a textbook.
They were really excited because they got to feel like big kids. That hadnt
even occurred to me. Weird. Also, I keep forgetting that on Monday, my first
period cant be DPA because they get it last period, and that I shouldnt plan
last period because its supposed to be a prep period for me. To be fair
though, this is only my second Monday class, so its taking some adjusting. Ill
try to make sure I plan accordingly for next week.
PIP Notes: Nothing to report yet. These first few weeks will be building
fundamentals towards the project of making a class comic book, so other
than a few snippets to show the process, there isnt a lot of material here for
me to work with for the PIP presentation.
Tuesday, Week Five: The Introduction to the History of Alberta,

continued
September
29th, 2015
4. Continue to read about the history of the First
Nations people in our province, strengthening
reading skills
5. Continue developing the skills to render emotion
on the human face
history, basic drawing practice and understanding of human anatomy, basic
understanding of human facial expressions, basic understanding of the precolonization years of Albertas history
Time &
Duration
11:45
12:19
Activity & Purpose

Materials
& Prep
Cones or
other
markers
12:19
1:00
1:00 1:33
1:33 2:06

Sharks and Minnows A single
Lunch
None
Social Studies Living With the Land

- Have students read pages 96- 103
- As a table group, discuss what was just
read, then write down the three most
important points of what was read
task
- Make sure the names of the entire group is
on the worksheet
- Once the worksheet is done, begin a group
popular.
- Use these ideas as a basis for the following
questions:
Alberta?
of the province?
- For those students that are finished, hand
- Explain to the students, that the storytelling aspects of the conversation is for a
Voices of
Alberta
textbook
worksheet

single book!
story.
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
- Talk about the weeks theme (Confidence);
chart)
- Take a look at the leaderboard to check
SMART
Board
Presentatio
n of
exemplars
Facial
Expressions
worksheet
Paper
Pencils
Markers
Pencil
Crayons
Art Comic strips continued faces and

expressions
presentation
expression in faces
expressions on the worksheet provided
Homework: None
Reflection: Disaster strikes again. I woke up in so much pain this morning
that I couldnt make it in. Luckily I had everything prepared so I forwarded it
all to Jana, and she took over for me. That meant she missed out on a PLC
Planning meeting, so I feel pretty bad about that. I dont like missing things,
and I like putting people out even less. I really wish my doctor had given me
more of a heads up about this biopsy and how bloody painful it was going to
be afterwards. Janas notes from the day say that they just barely got through
the rest of the material, and she has noticed a few students who are really
weak with using the textbooks. This is again going to change my plans for
tomorrow. This is one of the reasons why I dont like to do my planners too far
in advance, it just seems like make-work, because I inevitably have to go
back in and change things to accommodate the students. Like today. My
initial plan was to have them already working on the second part of the
chapter, but I see now that that plan was too ambitious. Ive already made
the adjustments for tomorrow, plus I realized I had planned out a lesson for
Thursday, but Im not teaching for two blocks on Thursday because of PLC.
Im a little mad at myself because Im a month in and Im still adjusting the
schedule, but to be fair, there have been so many exceptions and events that
we havent really had a regular week. Even this week, we have pictures
Monday, and the Terry Fox run Wednesday. Jana told me that an off-kilter,
exception-based schedule is the norm and I need to get used to it. Thats
really good to know. I didnt have that many exceptions when teaching the
martial arts, so this will be an adjustment.
PIP Notes: Just like the day before, this is all prep work to give the students
the tools they need for the project, so there isnt much to add for the PIP
yet.
Wednesday, Week Five: The Introduction to the History of Alberta,
continued
September
30th, 2015
4. Continue reading about the First Nations people of
our province, strengthening their reading skills
5. Develop the technical skills to render the human
body, using the stick-figure skeleton as a base for
proportions

understanding of human facial expressions, basic understanding of the precolonization years of Albertas history
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

o Dodgeball in the gym
Lunch
- Have students read pages 104-107
- Each student will take a single page and
read it by themselves ***EDIT*** Have
the strongest reader at each table
read the pages and the rest of the
group read along with them ***EDIT***
- As a table group, each table member takes
a turn teaching the page they wrote to
the others at the table.
task
- Once the students have all had a chance to
teach their page, have the students fill
out worksheet 4.2
- Once the worksheet is done, begin a group
popular.
- The below is a continuation of the
conversation. These conversations are
meant to generate the text for the comic
book:
- Use these ideas as a basis for the following
questions:
Alberta?
of the province?
- For those students that are finished, hand
Materials
& Prep
Cones or
other
markers
None
Voices of
Alberta
textbook
worksheet

-
Explain to the students, that the storytelling aspects of the conversation is for a
single book!
story.
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
- Talk about the weeks theme (SelfDiscipline); read the sheet to them again
and remind them to get the sheet home to
their parents if they havent already.
chart)
SMART
Board
Presentatio
n of
exemplars
Body
Expressions
worksheet
Paper
Pencils
Markers
Pencil
Crayons
Art Comic strips introduction bodies and

movement
presentation
Show exemplars of simple emotion and
expression in body language
Students will practice with creating various
poses on the worksheet provided
Homework: None
Reflection: I made it in this morning, but only lasted until recess. The pain is
just upsetting everything I do. Every step hurts, I cant raise my arms above
my waist without causing pain, and its exhausting doing things. This sucks! I
gave Jana notes for the afternoon, and suggested that I stay home tomorrow
for the morning so that I can actually teach something in the afternoon before
getting defeated by this hole in my head.
PIP Notes: None.
Thursday, Week Five: The Introduction to the History of Alberta,

continued
October 1st,
2015
4. Continue to develop the skills to render the human
figure using the stick figure skeleton as a base for
proportions
understanding of human facial expressions, basic understanding of the precolonization years of Albertas history, basic understanding of human
anatomy and creating a structure to better render the human body
Time &
Duration
11:45
12:19
Activity & Purpose

o Tag variations, such as freeze tag,
infection tag, jailor tag and 4-legged
tag.
o Freeze tag will be clap freeze tag
from before. Tagged students hold
their hands apart on the spot when
they are tagged, and another
student has to clap their hands
together to unfreeze them. 4 people
it to start.
o Infection tag: Also known as zombie
tag, you start with one person it,
and everyone he tag also becomes it
until there is no one left. Probably
best to do 2 games of this, and the
last survivor of the first game is the
first infected of the second game.
o Jailor tag: 3 jailors to start, when
they tag someone, that person goes
to the small zones dubbed the jail.
Other students who are not it can
Materials
& Prep
Cones or
other
markers
free the jailed students by reaching

the jail, hi-fiving a jailed student,
then they are both free to go. The
game slowly scales up by adding a
new jailor every minute or so.
Choose jailors randomly.
4-legged tag: Regular tag rules,
except everyone must move on their
hands and feet (not on their knees!)
12:19
1:00
1:00 1:33
1:33 2:06
2:06 2:21
Lunch
None
PLC; no regular class
None
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
SMART
Board
Presentatio
n of
exemplars
Body
Expressions
worksheet
Paper
Pencils
Markers
Pencil
Crayons
Art Comic strips continued bodies and

movement
presentation
expression in body language

Students will practice with creating various
poses on the worksheet provided
Homework: None
Reflection: WEDNESDAY NOTE: Ive already adjusted this planner because I
forgot we had PLC on Thursday and wouldnt have that class for social
studies. THURSDAY NOTE: I also forgot that I would not be teaching DPA
today, because they get an hour in the gym during PLC I missed the
morning today because of my head wound, and then with the PLC I only got
the opportunity to teach one class (2 blocks). I need to remember to rebudget my time, taking out the morning DPA on Monday and Thursday, my
prep on Mondays and the 2 blocks for PLC on Thursday. Ive almost got the
schedule down, I swear.
PIP Notes: None
Friday, Week Five: Wrap Up For the Week

1. Have a chance to reflect on the lessons of the
week and be able to express what they learned
and been exposed to
2. Demonstrate an understanding of physical
coordination, focus and discipline, using martial
arts as a focal point
3. Show respect for their fellow students as they
continue to develop necessary physical skills, but
not using these skills when they are not
appropriate
October 2nd,
2015
Prior Knowledge: Basic understanding of martial arts techniques,

understanding NOT using martial arts outside of the classroom, except in
emergencies, understanding of showing respect for fellow students and
instructor, understanding of demonstrating discipline by following class
instructions
Time &
Duration
9:13 9:45
9:45
10:17
10:17
10:35
10:35
11:07
Activity & Purpose

Phys.
-
Ed. Introduction to Martial Arts

Brief introduction to the martial arts
Basic commands of the martial arts
Importance of safety in the martial arts
Basic self-defense and joint manipulation
Arm bar, chicken wing and weak-link
release
Materials
& Prep
None
Recess
None
Phys. Ed. see above
None
11:07
11:39
11:3912:11
12:11
12:43
12:43
1:15
Lunch
Week
-
Wrap-up
Reflection on weeks activities
Warm fuzzies
Six-word memoirs: In a duotang, the
students will write down six words they
feel best express their week. This will be
dated so that the student can look back on
the project and see how they felt, what
they learned and how far they have come
Homework: None
Overflow Activity: Reading time
Next Week: More work on Albertas history and how to create comics
Reflection: Finally, a normal class day. I did have to modify what I was
teaching in Phys. ed., due to my head-hole, but it was something I was
planning anyways, its just now out of order. No big deal. The class meeting
was the usual, chaos. We cut the meeting short to make time for the
graphing, which we missed in the morning due to morning pages taking a lot
longer than it normally does. That Friday morning first period always feels so
rushed. There is just so many things to do in the morning.
PIP Notes: None.
Monday, Week Six: The Introduction to the History of Alberta

October 5th,
1. Continue to learn about the history and the people
2015
of Southern Alberta
2. Develop the skills to present a story strictly with
pictures
3. Use this knowledge, and the learned skills, to
create a comic book of the history of Alberta. Each
student will draft, illustrate and letter a single
page of the multi-page comic.
4. Learn about being safe on the internet, through a
video and discussion
5. Continue reading about the history of the First
Nations people in our province, strengthening their
reading skills
6. Continue developing technical skills in rendering
the human body, using a stick-figure skeleton as a
base for proportions
Time &
Duration
Activity & Purpose
Materials
& Prep
11:45
12:19
Health and Safety

- Begin with discussion about safety. Have
the students come up with different areas
of their life where they need to be safe.
- If the topic doesnt come up, this weeks
safety theme will be Internet safety.
- Show internet safety video
- Have a discussion about internet safety
and the best resources for staying safe
online
Internet
Safety
videos from
YouTube
12:19
1:00
1:00 1:33
1:33 2:06
Lunch
None

- Continued reading in Chapter 4. With the
class, have a read-along on pages 108112. Teacher reads aloud to the class, and
the students follow along.
- Using a word web on the board, have the
students come up with the major ideas and
themes for the reading.
- Emphasize the narrative aspect, and have
the students thinking about how they could
use this information to tell a story that
could be illustrated in multiple panels
Voices of
Alberta
textbook
2:06 2:21
Recess
None
2:21 2:54

worksheet
SMART
Board
Presentatio
n of
exemplars
Paper
Pencils
Pencil
Crayons

chart)
Art Comic strips introduction body and

movement, continued
presentation
expression in bodies, as well as depicting
emotion
expressions from the worksheet provided
2:54 3:29
Prep time
- No teaching
- Use time to prepare/create materials for
teaching in the week.
Laptop
Other
materials
depending
Homework: None
Reflection: The SLAs for the grade threes took a lot longer than had been
planned, so my Health class got bumped from first period to last period.
Other than that, the plan went off well. The reading to the class went a little
longer than I had planned, but the conversation generated by the students
was worth it. The art portion went well, and I added a three-panel comic into
the mix to start on story-telling, which is in fact a day earlier than planned.
PIP Notes: Some of the story-telling 3-panels could be used as examples in
the PIP presentation.
Tuesday, Week Six: The Introduction to the History of Alberta,

continued
October 6th,
2015
4. Develop technical skills to render a story in 3
images, a beginning, middle and end series of
images, without the use of words

Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

o Sharks and Minnows A single
Materials
& Prep
Cones or
other
markers
Lunch
None
Art 3-panel stories

- Using the photocopied pages provided,
students will create a 3-panel story
- The story must have a beginning, middle
and end
- The students are not allowed to use any
words when telling the story.
- The backgrounds should be consistent so
the reader knows the story is taking place
in the same space, as should the
characters look the same to determine who
is doing what.
Paper
(printout
with 3
panels)
Pencils
Markers
Pencil
Crayons
Once the students have created the story

in pencil, they can color the projects, but
should use pencil crayons. NO MARKERS.
Today, instead of being allowed to create
any story, the students will be challenged
with creating the pictures for a set story,
much as they will be doing with the comic
pages they are preparing for
The story for the day will be simple: a
buffalo crossing the river
While the kids are working, put up a
Google image search of buffalo (use
Alberta buffalo or you will get other
breeds of buffalos and confuse the
students) so the students have a reference
for drawing
You might need to point out the basic
shapes of the buffalo to assist them in
drawing. The head and body are both
rounded triangles. That should be enough
to get them started. Either draw it on the
white board, draw over a picture on the
SMART Board, or just show the students on
an individual basis, as needed.
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
None

chart)
Language Arts Jana is teaching, so prep time

Homework: None
Reflection: Due to a flux in the schedule, I didnt get to the reading for
Social studies done, so that is going to be bumped to tomorrow. Also, I
decided that after the success of 3-panel stories yesterday, I ran with that
today and gave them a story to tell in three panels. Everything else worked
well. DPA went off as planned, the art portion of class worked very well, and,
due to the story I had them tell, tied directly into social studies, as we were
telling stories about the buffalo. I taught pretty much the whole day today, as
Jana was away at a conference. I like the pace of teaching all day. Its hectic,
but there is a flow to it, and I like that. For my part of the day though, things
went well. As I had mentioned in yesterdays reflection, I switched the Art
assignment to more 3-panel comics. The kids really loved the assignment
yesterday, which is great. The kids were all mostly finished by the end of
class, but Im going to give them more time to finish tomorrow, mostly so
they can all have the chance to add color. I think Ill change tomorrows Art to
the body and movement quiz, as well as getting the reading done.
PIP Notes: None.
Wednesday, Week Six: The Introduction to the History of Alberta,

continued
October7th,
2015

4. Continue reading about the First nations people of
our province, and the settlers that came to our
province, strengthening their reading skills
5. Continue working on a series of 3 images to tell a
story without words. These are technical skills.
6. Test the students ability to render the human
body using a stick figure skeleton as a base for
rendering proportions
anatomy and creating a structure to better render the human body, basic
understanding of story-telling (beginning, middle, end), and telling a story
without words
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

o Dodgeball in the gym
Lunch
- Read pages 113-120. Students will read
this section on their own.
- In table groups, the students will create a
mind-map on a worksheet 4.3, identifying
the major elements of the reading, much
the same as they had done as a whole
class the day before.
- Once they have finished the mind-map, the
class will come together to discuss the
major themes, creating an order of events
on the white board.
Materials
& Prep
Dodgeballs
in basket
from gym
locker
None
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
SMART
Board
presentatio
n
Pencils
Erasers
Pencil
Crayons
3-panel
worksheet
Art Comic strips continued body and

movement
- Time will be given to finish the 3-panel
stories from yesterday. If students say that
they are finished, tell them that there is
always more work they can do to make
their pictures better than ever.
- Quick review of making bodies and
movement
o Start with a skeleton stick figure,
adding lines for the shoulders and
the hips. Use the head as the guide
for the rest of the skeleton, for sizing
and placement on the page
o Use small circles for all the joints,
larger circles for the feet and hands
o Then adding volume over top, grade
4s have learned to use cubes and
cylinders, grade 3s are just
connecting the lines between

Students will be quizzed with a series of
prompts from the SMART Board. Draw a
person Refer to the SMART Board
presentation for details.
o The students will have 5 minutes to
draw the pictures
o Afterwards, give an example of how
to draw the skeleton on the SMART
Board.
o The students can follow along with
the example, but they need to keep
the adjusted drawing in the same
box on their page (see the
instructions in the SMART Board
presentation)
Homework: None
Next Class: A review of Chapter 4 of the textbook. More work on comic book
representation.
Reflection: Dodgeball was cancelled this morning, due to Christian Action
taking up the bulk of the after-recess morning, and the kids really needing
time to do Math, so we subbed in Math instead. The afternoon went as
planned, but the students were really unfocused, so we lost a lot of time to
discipline and re-re-re-establishing the rules. There is a lot of defiance in this
class. A lot of talking out of turn, sarcastic talk-back from answers, dragging
their feet when they are asked to do something, getting out of their seats
when it is not appropriate. A lot of this I feel has to do with the concept of
open classrooms. You dont see this behavior as much in a classroom with
desks in rows, as I have witnessed personally in earlier practicums. Though a
part of this problem is also the peer leadership in the classroom. The 2 most
popular boys, and the 2 most popular girls in the classroom also happen to be
the ones who have the hardest time not blurting out whatever is on their
mind during discussion. Those bad habits leak into the rest of the class. I
have noticed other grade 3-4 classes in the school dont have the same
problem, because their leaders have better discipline habits. It will take some
time to condition the leaders to have better attitudes and habits.
PIP Notes: Some of the work done today could be included in the slideshow,
but these are all building blocks to the actual project.
Thursday, Week Six: The Introduction to the History of Alberta,

continued
October 8th,
2015
4. Develop the technical skills to create storyboards
and thumbnail sketches in order to organize their
thoughts and plan their visual story-telling
without words
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

Library Presentation
- The Librarian is coming in to show the kids
resources for doing research
Lunch
PLC No teaching
Materials
& Prep
None
None
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
SMART
Board
Presentatio
n of
exemplars
Paper
Pencils
Pencil
Crayons
Art Comic strips Designing a comic book page

- Students will see exemplars of different
comic book layouts.
- Students will then use thumbnail
sketches to design a single-page story.
They can use as many panels as they
want, with a minimum of 3.
- Once again, there are no words to this
picture story
- The students will need to use rulers to
draw in the panels
Homework: None
Next Class: Beginning of Chapter 5. Story-boarding comic books and storytelling.
Reflection: Due to a technical error, I did not get to show the kids the SMART
Board presentation I had prepared. Instead, I went all acapella, and while
most of the kids still got the concept, it took a LOT longer to finish. As a
result, the kids only got about 15 minutes to actually practice the
storyboarding elements. I am going to alter my next week plans to give the
kids a better opportunity to try to master this skill, because it will be essential
to creating the class comic book. I have since corrected the error I was having
with SMART Board, and plan on showing the presentation on the following
Wednesday, as I am guessing that with a 4-day weekend the kids will have
forgotten a lot of what they started doing.
PIP Notes: Again, some of these projects, once finished, could be used as
highlight pieces for the video presentation.
Friday, Week Six: Wrap Up For the Week

and been exposed to
appropriate
October 9th,
2015

instructions
Time &
Activity & Purpose
Materials
Duration
9:13 9:45
9:45
10:17
10:17
10:35
10:35
11:07
11:07
11:39
11:3912:11
12:11
12:43
12:43
1:15
Phys.
-

The Push/Pull motion of arm techniques
The swinging knee motion of kicking
techniques
- How to work with a partner
- Review of all basic techniques
- Add Knife-hand strike, and crescent kick
& Prep
None
Recess
None
Phys. Ed. see above

*** Thanksgiving Prayer Service *** only half of a
class available
None
Lunch
Week
-
Wrap-up
Warm fuzzies
Homework: None
Next Week: Beginning of Chapter 5. Story-boarding comic books, continued
Reflection: Oh boy I had to bring down the hammer today, as both classes
were misbehaving in class. Therefore, I had to give them the LONG
conversation about safety, explaining in detail what has happened with my
spine, and why it is vitally important that they exercise caution and focus in
class (and out). I got hugs afterwards, so Im guessing it came off the way I
wanted it to (as a stern warning and not a lecture). Still, Im a little
disappointed that I had to have this conversation to begin with. Especially
since I have had the safety conversation with them every class (the short
version, anyways). Worse yet, with the second class, by the time I finished
this conversation with them, they got all of 5 minutes of actual practice time.
Again, Im disappointed.
PIP Notes: Again, with my phys. ed. Classes not being a part of my PIP, I got
nothing.
MONDAY. OCTOBER 12TH, 2015 NO SCHOOL THANKSGIVING

TUESDAY, OCTOBER 13TH, 2015 NO CLASSES; PD DAY
Wednesday, Week Seven: History of Alberta, continued

October 14th,
1. Gain an understanding of the impact of the
2015
settlers on Native American culture
2. Work in teams to create a cohesive story, based
on the information provided
3. Continue to build the skills necessary to create a
successful group comic book
4. Continue to read about the history of our province,
both the history of the First Nations people, and
the history of the settlement of Alberta
5. Continue to develop visual story-telling skills using
story-boarding and thumbnail sketches
6. Use the thumbnail sketches to create a finished
comic book page

without words
Time &
Duration
11:45
12:19
Activity & Purpose

- Outside (weather permitting) or inside
(either the Gym or the Gathering Space,
depending on availability)
- Students will play games to get exercise
- Games for today:
o Dodgeball if the gym is available
o (Outside) Clap Freeze Tag - Some
students will be made the taggers,
and they will tag the other students.
When a student is tagged, they must
freeze, and hold their hands up in
front of them (palms facing each
other about 6 inches apart). To be
- (In the Gathering Space) Drama games
funny walks (students walk in a circle
around the space, teacher gives out
characters to walk as, such animals, old
people, babies, clowns, etc Students
should be silent during walks). Sit, Stand,
Kneel (students are in groups of three,
every time the teacher says switch the
students need to change the level they are
at. Only one student may be at any one
level at any one time; so one sitting, one
standing, one kneeling. It is up to the
students to work with their partners to
make this happen) Jump, Turn, Twizzle
(students walk in a circle, as they do the
teacher calls out either, jump, turn or
twizzle. Jump is jump up and face the other
way, turn is turn to face the center, twizzle
is spin in a circle. After the movement,
Materials
& Prep
students must freeze, or they will be called

out. Out students watch the others to
identify who is out in the next round.
12:19
1:00
1:00 1:33
1:33 2:06
Lunch
None

class, have a read-along on pages 122130. Get volunteers to read, and have the
rest of the class follow along to improve
their reading skills.
- Using a word web on the board, have the
students come up with the major ideas and
themes for the reading.
Voices of
Alberta
textbook
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
- Talk about the weeks theme (Focus); read
the sheet to them again and remind them
to get the sheet home to their parents if
they havent already.
chart)
SMART
Board
Presentatio
n of
exemplars
Paper
Pencils
Markers
Pencil
Crayons
11 X 17
paneled
pages
Art Comic strips Storyboarding, continued

- Students will be shown a SMART Board
presentation on how to make thumbnail
sketches
- Students will use thumbnail sketches to
design a single-page story. They choose 2
of the large page (11 X 17) paneled
pages on my desk, if they have not already
done so (everyone but Zach already has)
- The students then fold a regular 8 X
11 piece of paper in half. These two side
of the paper become the thumbnail
sketches for the finished product
- The students need to finish the thumbnail
sketches on the small piece of paper
before they are allowed to scale up to the
large piece of paper
- Once they have finished the small piece of
paper, and have their story told (check
their thumbnail sketches to make sure the
story makes sense; if it does not, have
them go back and try again to make sure
the story is easy to understand by anyone
looking at it) then they are to re-create
their thumbnail sketches on the large 11
X 17 pages.
- The large copy of the story must be their
absolute best work. They have been
instructed to pencil very lightly on the
large pages (they will need a reminder), so
that they can polish and fix-up their
drawings without starting over
- Under no circumstances are they allowed
to start over with a new piece of 11 X 17
paper. The purpose of the exercise is for
them to understand the concept of
working into their drawings, and drawing
and erasing over and over until they are
happy with the image.
- Their images on the full-size drawings need
to include: a background, consistent
characters (different characters are easily
told apart, dogs look like dogs, humans
look like humans, etc)
- Only once the good copy drawing are
COMPLETELY finished (everything looks
neat, in addition to the factors mentioned
above) can the students begin writing in
their words. They have received instruction
on this this morning, and I will have left the
notes up on the board, but they may need

prompting.
If they manage to get all of this done, and
they really shouldnt, but if they do, ask
them to go back into their drawings and
make them look even better
Homework: None
on comic page planning.
Reflection: I didnt do DPA today, instead Mrs. Davey took both classes and
played outside. Instead I spent the period working with Zach, because he
wasnt working at all in class. The rest of the day went EXACTLY as planned.
How often does that happen? The kids were working hard, were focused (for
them; they are kids after all) and really got into the assignment. I changed
the social studies reading, moving it to the last two blocks, and read to them
while they worked on their projects. That worked really well. The kids asked
very good questions about the reading, they had the answers to the
questions I posed them and were engaged the whole time. I think having
them use their hands during the reading really helped with the longevity of
the reading. It was great.
PIP Notes: Some of the story-telling 3-panels could be used as examples in
the PIP presentation.
Thursday, Week Seven: History of Alberta, continued

October 15th,
2015
4. Learn the technical skills to add words to a comic
book, with a focus on making the words neat and
legible
5. Continue working on scaling up thumbnail
sketches to full-size drawings, focusing on creating
polished and finished drawings that are easy to
understand
understanding of human facial expressions, basic understanding of the
colonization years of Albertas history, basic understanding of human
without words, using a thumbnail sketch to plan a comic book page
Time &
Duration
11:45
12:19
Activity & Purpose

Art Lettering and word ballooning
- On the white board, show students the
following:
o Drawing even lines for lettering
(measuring from top of the panel to
the space for the line, once for each
side of the line, then connecting
the dots to make sure the line is
straight.
o Going slowly when creating letters,
trying their best to make them all
the same size
o Explain the saying measure twice,
cut once: measure your points,
then measure your points AGAIN to
make sure they are straight and
Materials
& Prep
White
paper
White
board
Dry-erase
marker
accurate and then draw your line

(make the cut)
o All words are in capital letters
o The word balloon, caption (box of
narrator text) or thought balloon
goes on to the page LAST, after the
words have been written.
Have students practice on blank white
sheets of paper.
They will not have their comic pages for
this part of class.
12:19
1:00
1:00 1:33
1:33 2:06
2:06 2:21
Lunch
None
PLC; no teaching
None
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Art Comic strips story boarding, continued
- Students will grab their work from Shelf
Island. They are to show respect and
patience for each other while grabbing
Paper
Pencils
Pencil
Crayons
11 X 17
paneled
pages
their projects, as well as keeping their

volume under control.
Students will use thumbnail sketches to
design a single-page story. They choose 2
of the large page (11 X 17) paneled
pages on my desk
The students then fold a regular 8 X
11 piece of paper in half. These two side
of the paper become the thumbnail
sketches for the finished product
The students need to finish the thumbnail
sketches on the small piece of paper
before they are allowed to scale up to the
large piece of paper
Once they have finished the small piece of
paper, and have their story told (check
their thumbnail sketches to make sure the
story makes sense; if it does not, have
them go back and try again to make sure
the story is easy to understand by anyone
looking at it) then they are to re-create
their thumbnail sketches on the large 11
X 17 pages.
The large copy of the story must be their
absolute best work. They have been
instructed to pencil very lightly on the
large pages (they will need a reminder), so
that they can polish and fix-up their
drawings without starting over
Under no circumstances are they allowed
to start over with a new piece of 11 X 17
paper. The purpose of the exercise is for
them to understand the concept of
working into their drawings, and drawing
and erasing over and over until they are
happy with the image.
Their images on the full-size drawings need
to include: a background, consistent
characters (different characters are easily
told apart, dogs look like dogs, humans
look like humans, etc)
Only once the good copy drawing are
COMPLETELY finished (everything looks
neat, in addition to the factors mentioned
above) can the students begin writing in
their words. They have received instruction
on this this morning, and I will have left the
notes up on the board, but they may need
prompting.
If they manage to get all of this done, and
they really shouldnt, but if they do, ask

them to go back into their drawings and
make them look even better
Homework: None
Next Class: Class meeting and phys. ed.
Reflection: Due to being at the PD Development session, I didnt teach the
last class of the day. Kylie came in as a sub. Her notes said that everything
went very well, the kids worked super-hard (even Zach) and they got a lot
done! Lets hear it for being prepared! Looking at their projects, they seem to
be very ready to move to the next step. Im wondering now if I shouldnt give
them more time to work on this on Monday. Looking through the projects, not
many of them were finished enough to try their hand at lettering (which I sort
of suspected). Ill need to make that more of a focus in the upcoming project
next week.
PIP Notes: Some of these pieces will definitely make it into the video
presentation. The students are showing remarkable progress, and it will be
great to show them at the end of the semester how far they have come, and
hopefully be able to inspire them to keep making art.
Friday, Week Seven: Wrap Up For the Week

October 16th,
2015
and been exposed to
appropriate
instructions
Time &
Duration
9:13 9:45
9:45
10:17
10:17
10:35
10:35
11:07
11:07
11:39
11:3912:11
12:11
12:43
12:43
1:15
Activity & Purpose

Phys.
-

techniques
- Add combinations (one-step defense)
o High block, punch, punch, punch,
step back low-block
o Middle block, Side kick, knife hand
strike, step back low block
Materials
& Prep
None
Recess
None
Phys. Ed. see above
None
Lunch
Week
-
Wrap-up
Warm fuzzies
Homework: None
Next Week: Beginning of Chapter 5. Story-boarding the class comic book.
(Monday)
Reflection: The day for the most part, went well. There is still a lot of sit
down time in phys. ed. To re-iterate that students need to stay focused and
take the martial arts seriously in order to prove that the students are ready to
learn and will be safe. The second group (which unfortunately includes my
class) are the worse of the two groups. The first group was pretty great
actually, and got a lot done. And that was on top of them only having half of
a class due to the bus safety presentation in the morning.
nothing.
Monday, Week Eight: History of Alberta, continued

October 19th,
2015
4. Gain a better understanding and be able to
explain the rules of the road when on foot or on
a bike
5. Continue reading about the history of our
province, both the First Nations people and the

settlers that came to our province, strengthening
their reading skills
6. In groups of four, create single comic book page,
using 4 panels, that tell a story without words,
each student contributing a single panel of the
story
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

Health and Safety Road safety
- Walking and Biking
- Have YouTube video on Bike safety
prepared.
- Watch the video with the class.
- Afterwards, ask questions:
o How many of you have a bike?
o Do you ride your bike to school?
o Do you ride your bike other places?
o Do you ride your bike alone, or with
your parents?
o What is the number most important
rule for crossing the street?
o Do a lot of the safety rules for biking
also apply to walking?
o How many of you walk to school?
o How many of you go for walks with
your family?
o Do you always follow the rules of the
road?
Materials
& Prep
YouTube
video on
bike safety
Lunch
None

class, have them read on their own pages
128-137.
- Once the students have finished reading,
Voices of
Alberta
textbook
they will take turns in their table groups

explaining what they read to the others.
Students are not allowed to say What
he/she said as an explanation, they must
come up with at least one more detail or
piece of information from the text that
hasnt been mentioned yet.
Emphasize the narrative aspect, and have
Show the following video: HERE
2:06 2:21
Recess
None
2:21 2:54

worksheet
chart)
Paper
Pencils
Pencil
Crayons
Large sheet
of paper to
affix panels
to
Art Comic pages creating a comic as a group

- Student will each be given a sheet of 8
X 11 paper.
- In their table groups of 4, the students
need to come up with a 4-panel story,
which has a beginning, middle and end.
2:54 3:29
Warn the students to make sure they can

make a sequel to their story (so they
shouldnt be killing off any characters of
making the story in such a way that they
could not continue the story)
The groups will then plan out who is doing
which of the 4 panels. Independently, they
will work on the panel they have been
assigned.
The students need to work in pencil only,
no color, and definitely no markers
Once they have finished, they can add
word balloons and text to the comic.
HOWEVER, the images MUST be able to tell
the story on their own. If the student needs
the text to tell the story, the image is not a
success.
Once all four members of the team have
finished, they will organize the panels on a
large, colored sheets of paper.
On the back side of the colored sheet of
paper, the students need to carefully write
their name and which panel they did
Prep time
- No teaching
- Use time to prepare/create materials for
teaching in the week.
Laptop
Other
materials
depending
Homework: None
Reflection: Due to popular demand, I dropped the bike safety class and gave
the kids more time to work on their comics. I didnt feel it was a big loss,
since on Friday they had a bus safety presentation that covered most of the
same information. Also, several students managed their time in their previous
class VERY poorly, and spent the entire period working on their math instead
of their comic. As a result, I didnt get to spend much time helping with their
comics, as I spent most of the period helping with Math.
PIP Notes:
Tuesday, Week Eight: History of Alberta, continued

October 20th,
2015
province, and how the settlers interacted with the
First Nations people in the early years of our
province, strengthening their reading skills
5. Continue working as a group of four to create a
single comic book page, using 4 panels that tell a
unified story. Each student contribute one panel of
the story.
Time &
Duration
11:45
12:19
Activity & Purpose

- Students will play games to get exercise
- Games for today:
o (Outside) Clap Freeze Tag - Some
students will be made the taggers,
and they will tag the other students.
When a student is tagged, they must
freeze, and hold their hands up in
front of them (palms facing each
other about 6 inches apart). To be
- (In the Gathering Space) Drama games
funny walks (students walk in a circle
Materials
& Prep
around the space, teacher gives out

characters to walk as, such animals, old
people, babies, clowns, etc Students
should be silent during walks). Sit, Stand,
Kneel (students are in groups of three,
every time the teacher says switch the
students need to change the level they are
at. Only one student may be at any one
level at any one time; so one sitting, one
standing, one kneeling. It is up to the
students to work with their partners to
make this happen) Jump, Turn, Twizzle
(students walk in a circle, as they do the
teacher calls out either, jump, turn or
twizzle. Jump is jump up and face the other
way, turn is turn to face the center, twizzle
is spin in a circle. After the movement,
students must freeze, or they will be called
out. Out students watch the others to
identify who is out in the next round.
12:19
1:00
1:00 1:33
1:33 2:06
Lunch
None

- Student will each be given a sheet of 8
X 11 paper.
which has a beginning, middle and end.
- Warn the students to make sure they can
make a sequel to their story (so they
shouldnt be killing off any characters of
making the story in such a way that they
could not continue the story)
- The groups will then plan out who is doing
assigned.
- The students need to work in pencil only,
- Once they have finished, they can add
success.
- Once all four members of the team have
- On the back side of the colored sheet of
Paper
Pencils
Pencil
Crayons
Large,
colored
page to
stick panels
to

2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Voices of
Alberta
textbook

class, have them read as a class pages
138-147.
- Get volunteers from the students to lead
the reading. The weaker readers especially
should be following along in their
textbooks.
- Afterwards, have a quick class discussion
about what was read. Ask the students if
they have any questions about the
reading, and keep them on topic. Have the
students try to identify the most important
parts of the reading, reminding them that
we are looking at all of the reading as
research for our comic book, so they
should be focusing on the story aspect.

Homework: None
Reflection: The kids worked pretty well together and for the most part,
understood the objective of the assignment. There were a few hold-outs, and
the table teams needed to be switched due to kids leaving the class for LIFE,
but otherwise it was pretty good. However, the work speed is slower than I
expected. I like the fact that they are really putting a lot of effort into the
project, but at the same time, they certainly could be working faster. I guess
genius cant be rushed. I am wondering if this project will be finished by
Thursday.
PIP Notes: None; this is a formative assignment to get them prepped for
their major project.
Wednesday, Week Eight: History of Alberta, continued

October 21st,
2015
4. Continue reading about the history of the
province, and how the settlers interacted with the
First Nations people, strengthening their reading
skills
5. In groups of 4, create a second 4-panel page that
continues the story of the first page they have
created in previous classes
Time &
Duration
11:45
12:19
Activity & Purpose

Materials
& Prep
12:19
1:00
1:00 1:33
1:33 2:06
Students will play games to get exercise

Games for today:
o Sharks and Minnows - A single
o If the students are in the gathering
space, do Drama Games instead funny walks (students walk in a
circle around the space, teacher
gives out characters to walk as,
such animals, old people, babies,
clowns, etc Students should be
silent during walks). Sit, Stand,
Kneel (students are in groups of
three, every time the teacher says
switch the students need to
change the level they are at. Only
one student may be at any one level
at any one time; so one sitting, one
standing, one kneeling. It is up to
the students to work with their
partners to make this happen) Jump,
Turn, Twizzle (students walk in a
circle, as they do the teacher calls
out either, jump, turn or twizzle.
Jump is jump up and face the other
way, turn is turn to face the center,
twizzle is spin in a circle. After the
movement, students must freeze, or
they will be called out. Out students
watch the others to identify who is
out in the next round.
Lunch
None

- Student will each be given a new sheet of
8 X 11 paper.
Paper
Pencils
Pencil
Crayons
Large sheet
which has a beginning, middle and end and

continues the story from the first page
The groups will then plan out who is doing
assigned.
The students need to work in pencil only,
Once they have finished, they can add
success.
Once all four members of the team have
On the back side of the colored sheet of
of paper for
affixing
panels
2:06 2:21
Recess
None
2:21 2:54

worksheet
- Introduce this weeks new theme
(Respect); read the sheet to them again
chart)
Voices of
Alberta
textbook
2:54 3:29

Start reading in Chapter 6. With the class,
have them read on their own pages 152157.
- Once the students have finished reading,
they will use worksheet 6.1 to reflect on
what they have read.
- In the reflections, students will be asked to
take what they have read, and create a
story out of the information. This means
that they should be thinking in terms of
order of events and creating something
that is entertaining to read.
Homework: None
Reflection: Reading to the kids while they are drawing has been a great
success. The kids are asking relevant questions and it shows they are
engaged in the reading (for the most part). Looking at the work done in class
today, the kids were even more focused than the day before, but they are still
working very slowly. I am strongly doubting this project will be finished on
time. That being said, I can probably squeak in some time in the following
week for them to finish the work and post it up on the wall, as it would be a
shame to not display these works. They really are putting some grade A effort
into the project. This gives me great hope for the class comic book.
PIP Notes: Some of these projects could be used in the PIP slideshow, but
otherwise this is still a formative piece.
Thursday, Week Eight: History of Alberta, continued

October 22nd,
2015
4. Continue to create a second 4-panel page as a
group of 4, that continues the story of the first
page they worked as a group on

Time &
Duration
11:45
12:19
Activity & Purpose

Religion
- Apostles word jumble
- Students will work in groups to figure out
all the problems
Materials
& Prep
Work
jumble
pencils
12:19
1:00
1:00 1:33
1:33 2:06
2:06 2:21
Lunch
None
PLC; no teaching
None
Recess
None
2:21 2:54
2:54 3:29

worksheet
- Talk about the weeks theme (Respect);
chart)
Paper
Pencils
11 X 17
paneled
pages
Voices of
Alberta
Textbook
Research
worksheet
Comic
planning
guide
Art & Social Studies Illustrated History of

Alberta, Research, Day Zero
- For this class, students will use their
textbooks instead of laptops for research
Students will be given an ethnic group per

table to research on the laptops:
o Dark Blue table closest to the side
tables: Native American
o Yellow/Tan table: Dutch
(Netherlands)
o Dark Blue table in the middle of the
room: Ukrainian
o Green Table: First contact/the fur
trade
o Purple table: The other groups that
have come to Alberta
The students will be guided on good
research sites for the information they
need for their part of the story
The students can also use the textbook as
a source of information.
The students will start at this site: HERE.
Each group will be given a group of settlers
(or the native culture) to research.
The students must find the following
information on that page:
o Where did these people come from?
o What was it like there?
o Why did they come to Canada?
o What did they do when they arrived
in Canada?
o What part of Alberta did they settle
in?
o How many people of this group are
in Alberta today?
The students will then need to corroborate
their facts with 2 other web sites (they will
need to search for these things. Google
search for __________ (Ethnic group)
immigrating to Alberta Wikipedia CAN be
used as a source for this project.
You can also provide links if the students
are getting off-topic. HERE HERE Metis
History Alberta History
The students then need to do image
research on their topic (for drawing their
story). They can use this page as a starting
point. They will need to answer the
following questions (also on the worksheet
provided):
o How did these people traditionally
dress? (Google image search
Traditional ________ dress/outfits)
What did their homeland look like?

(Google image search
___________(homeland) photos from
______ (year))
o When they came to Canada, how did
they get to Alberta (by boat, train, or
wagon; Google image search for the
previous travel methods)?
o What did the area the settlers
moved to look like? (Google image
search ____________ (city/town)
photos from ______ (year))
The students will write down the important
facts and events of the groups
migration/transition to Canada (Alberta
specifically) on the worksheet provided,
and draw the images searched for as
research for rendering the images
Using these facts as a template, the
students need to construct a story that
incorporates all the questions. They have
four pages to tell the story, using as many
panels as they like (but still using the
paneled pages that are available). They
should construct the story in the order of
the questions to make things easier.
Using these written-down facts, the
students will create a timeline of events
and then create a four-page storyboard
using thumbnail sketches. Each page of
thumbnail sketches should be an 8 1/2 X
11 white page (on my desk)
Students will then upscale their thumbnail
sketches to the full 11 X 17 size, using the
paneled pages provided (also on my desk)
each student illustrating one page.
Once the illustrations are finished, then the
students can write in the captions
(narration for their story)
Finally, once all the pages are finished, the
teacher will compile all the pages into a
comic book, reducing the size of the
images and cropping them to fit a saddlestapled 11 X 17 comic book. The teacher
will also ink the drawings to make them
more readable.
o
Homework: None
Next Class: Class meeting and phys. ed.
Reflection: Due to the kids not being finished, I dropped religion to give
them a little lesson in the history of what they are going to be working on (for
the comic), and then had planned to get them working on their group project,
but the demonstration took a lot longer than planned, so instead they got a
single game of Sharks and Minnows, and then it was lunch. For the last hour
of the day, I explained the new project, and got them started on it. There
were a few comprehension glitches to start, but it worked out pretty well in
the end. I think the kids will be fairly well prepared for working on the laptops
with the sub on Tuesday (Ill be at head office marking SLAs). There has
already been a fairly strong start on the project. I have some misgivings
about the technical know-how of the sub though (rumors Ive heard).
PIP Notes: Being the first day, there isnt a lot of material to document, but
the process should be fairly easy to document for the PIP.
Friday, Week Eight: Wrap Up For the Week

October 23rd,
2015
and been exposed to
appropriate
instructions
Time &
Duration
9:13 9:45
9:45
10:17
Activity & Purpose

Phys.
-
10:17
10:35
10:35
11:07
11:07
11:39
11:3912:11
12:11
12:43
12:43
1:15

techniques
How to work with a partner
Review of all basic techniques
Review of defense
Assessment needs to be made
Materials
& Prep
None
Recess
None
Phys. Ed. see above
None
Lunch
Week
-
Wrap-up
Warm fuzzies

Homework: None
Next Week: Story-boarding and researching the class comic book. (Tuesday)
Reflection: My class went to Mass this morning, so for the first period, I only
had Mrs. Cormicans class. That made assessment pretty easy, only I realize
that I didnt actually have Mrs. Cormicans class list, so I made due. The
second class arrived late, due to being at Mass, so it was rushed, and I didnt
get to do as much partner work with them as I did the first class. The class
meeting was okay, the standard chaos, with extra added chaos because we
were planning the Halloween party.
nothing.
MONDAY, OCTOBER 26th, 2015 PD DAY NO CLASSES
Tuesday, Week Nine: History of Alberta, continued

October 27th,
2015
province, and the Metis people, strengthening
Time &
Duration
11:45
12:19
Activity & Purpose

Alberta, Research, Day One
- ***For this first period, students will use
their textbooks instead of laptops for
research***
- The students will have already started this
project on Thursday, so little prompting
should be needed, keep them on task and
make sure they staying focused and
working
- Students will be given an ethnic group per
(Netherlands)
room: Ukrainian
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
trade
Purple table: The other groups that
in Canada?
in?
in Alberta today?
provided):
o What did their homeland look like?
______ (year))
o
12:19
1:00
1:00 1:33
1:33 2:06

more readable.
Lunch
None

- See above
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on
thumb
drive)
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on
thumb
drive)

- See above
Homework: None
Next Class: More work on comic page planning.
Reflection: Disaster is an understatement. With the clock ticking, I was
worried having a sub would derail things. And even with my worries, and
having prepped the kids beforehand, and having all the links prepared, an
incredibly thorough lesson plan, it still went worse than I thought it would.
The sub went completely off-book, broke up the groups because they were
too loud and took the entire last hour of class to do a different project. So
essentially, an entirely wasted day. As a result, Ive added all of next week to
getting this project done. Im hoping I wont need it, but from the notes left
by the sub, Im VERY worried the class has taken a big step backwards in
terms of getting this project done. I cant believe she split up the groups for a
GROUP WORK assignment. No wonder things like project-based learning are
having a hard time catching on. Oh, also, I found out that Thursday afternoon,
the kids will be carving pumpkins instead, so thats another lost work day, on
a day where I only have them for three periods. This is an unfortunate series
of events.
PIP Notes: This whole day is a wash, and now Im going to have to put in
extra time next week to try and get it done. Not ideal.
Wednesday, Week Nine: History of Alberta, continued

October 28th,
2015
and the Metis peoples, strengthening their reading
skills
Time &
Duration
11:45
12:19
12:19
1:00
1:00 1:33
1:33 2:06
Activity & Purpose

Alberta, Research, Day Two
- Show the video for Identity Day from A
Public Education
- For this first period, students will be using
their textbooks for research instead of
laptops
- That said, the students should be starting
the planning of their comic pages
- For more detail, see previous days planner
table to research on the laptops
- The students will be guided on good
- The students will write down the important
specifically)
- Using these written-down facts, the
using thumbnail sketches.
- Students will then upscale their thumbnail
sketches to the full 11 X 17 size, each
student illustrating one page.
- Finally, once all the pages are finished, the
images and cropping them to fit a saddlestapled 11 X 17 comic book
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Lunch
None

Alberta
- See above
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
Art Illustrated History of Alberta, Research, Day

Two
- See above
Homework: None
Next Class: More work on comic page planning and research.
Reflection: The students, probably due to being put off-subject by the sub,
were really scattered when it came to researching. We essentially had to start
over. That puts us pretty far behind. Because of that, I have added an extra
week to this project to get it finished. Im having some serious concerns
about getting this project done. Ive also learned that Im losing tomorrow to
pumpkin carving, so thats another day lost. The kids are really going to need
to buckle down to make this comic at least make sense, let alone be finished
and look good.
PIP Notes: See above.
Thursday, Week Nine: History of Alberta, continued

October 29th,
2015

Time &
Duration
11:45
12:19
Activity & Purpose

Alberta
- Using these written-down facts (from the
research done in previous classes), the
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
12:19
1:00
1:00 1:33
1:33 2:06
2:06 2:21
Lunch
None
PLC; no teaching
None
Recess
None
2:21 2:54
2:54 3:29

worksheet
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning

chart)
guide
Halloween Activity Pumpkin Carving

- Kids will be carving pumpkins used earlier
that day for Math (counting seeds in
number sets)
- Safety will be a big issue
- Emphasize to the kids planning first
(maybe have them do it on paper)
Homework: None
Next Class: Class meeting, phys. ed.
Reflection: We got no work finished on the project today, which is
unfortunate. Not that the students in any way what so ever were mentally
prepared to do anything as complex as research and drawing. Halloween is
pretty disruptive. Im now suspecting that Monday is going to be a lost day as
well, as the kids will be so chock-full of sugar that they will be vibrating. Why
oh why couldnt Halloween be in the summer. Let the parents deal with the
sugar crazies, instead of making us lose precious education days to rampant
consumerism.
PIP Notes: Same as before.
Friday, Week Nine: Wrap Up For the Week

October 30th,
2015
and been exposed to (normally; exception this
week)
appropriate
instructions
Time &
Duration
9:13 9:45
9:45
10:17
Activity & Purpose

Phys.
-
10:17
10:35
10:35
11:07
11:07

techniques
How to work with a partner
Review of all basic techniques
Add combinations (one-step defense)
step back low-block
Mrs. Daveys class still needs to be
assessed
Materials
& Prep
None
Recess
None
Class Halloween party no teaching
None
11:39
11:39Lunch
12:11
12:11
Halloween Activity
12:43
- Supervision, no class meeting this week
12:43
1:15
Homework: None
Next Week: Beginning of Chapter 5. Story-boarding the class comic book.
(Monday)
Reflection: Yep, it certainly was Halloween. A whole lot of sugar and a big
lack of focus.
nothing.
Monday, Week Ten: History of Alberta, continued

November 2nd,
2015
Time &
Duration
11:45
12:19
Activity & Purpose

Alberta, Research, Day Three
research***
working
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
Dark Blue table closest to the side

(Netherlands)
room: Ukrainian
trade
in Canada?
in?
in Alberta today?
provided):
o
guide
12:19
Lunch

______ (year))
more readable.
None
1:00
1:00 1:33
1:33 2:06
Art & Social Studies Illustrated History of Alberta

- See above
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on
thumb
drive)
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on

chart)
thumb
drive)

Alberta
- See above
Homework: None
Reflection: About half of the class is finished their research and has started
crafting their comic pages. That is the good news. These kids, for the most
part, understand how to format their pages, and they are ready to do a smallscale thumbnail sketch and then move up to large scale. The bad news is that
the students who are not ready to start drawing are the ones that have the
worst time management skills, spend the most time off-topic and fooling
around. Which means that they could potentially derail the entire classs
progress. I cant let that happen, so I really need to get on them so that they
finish on time. Ive partnered up one of the two worst offenders, and will likely
pair up the other. Otherwise, Im actually happy with how close to on-track
the kids are.
PIP Notes: Continued work on the project, samples will be shown from the
comic as part of the PIP presentation.
Tuesday, Week Ten: History of Alberta, continued

November 3rd,
2015

Time &
Duration
11:45
12:19
Activity & Purpose

Alberta, Research, Day Four
research***
working
(Netherlands)
room: Ukrainian
trade
- The students can also use the textbook as
- The students will start at this site: HERE.
- The students must find the following
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
What did they do when they arrived

in Canada?
in?
in Alberta today?
provided):
______ (year))
o
12:19
1:00
1:00 1:33
1:33 2:06

more readable.
Lunch
None
Art & Social Studies Illustrated History of Alberta

- See above
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on
thumb
drive)
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
List of
approved
websites
and search
topics
(PowerPoint
Presentatio
n file on
thumb
drive)

Alberta
- See above
Homework: None
Reflection: The kids are almost on track! Several of the students have
moved on to their good copy, which is fantastic, and even the slowest of the
kids are ready to start their rough copy, and has. The only downside to all of
this is that I lose an hour tomorrow for the Christian Action presentation. My
plan is to inform the students tomorrow about the crunch deadline to
hopefully get them moving to finish up the comic. Those students who finish
early can go back to the group comic panels we never finished, because I
would like to see those finished and mounted up on the wall.
comic as part of the PIP presentation.
Wednesday, Week Ten: History of Alberta, continued

November 4th ,
2015
and the Metis peoples, strengthening their reading
skills
Time &
Duration
11:45
12:19
Activity & Purpose

Alberta, Final Production Time
- For this first period, students will be using
their textbooks for research instead of
laptops
- That said, the students should be starting
the planning of their comic pages
- For more detail, see previous days planner
table to research on the laptops
Materials
& Prep
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic

specifically)
planning
guide
12:19
1:00
1:00 1:33
1:33 2:06
Lunch
None

Alberta
- See above
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
Laptops
2:06 2:21
Recess
None
2:21 2:54
2:54 3:29
2:30 Christian Action Presentation

- Everything below here is only if there is
time to do it, as I do not know how long the
presentation will take
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages

worksheet

Review the other sheets the activity
chart)
Research
worksheet
Comic
planning
guide

Alberta
- See above
Homework: None
Next Class: More work on comic page planning and research.
Reflection: Because I had both my class and Mrs. Daveys class for DPA
before lunch, I couldnt give the class that period for working on their comic
pages. That worried me at first, but the kids really buckled down after lunch
and got quite a lot done. I am feeling more confident, even if we lost a period
for Christian Action, that the kids will be finished on time. A few of the kids
finished today, and the majority of them are on their last touches. There are a
few holdouts, one of which has barely gotten started, so I will need to watch
them carefully to get them working and finished on time. This will be difficult
since I am constantly bombarded by questions during class (actually, half
questions, half pleas for validation), so I will need to be really clear with my
instructions. Also, for those that are finished, I am having them go back and
finish the group comic project before this, because I really wanted to see
them mounted on the wall. Id love to get a picture of the finished wall for the
PIP presentation.
comic as part of the PIP presentation. See the note above about the group
project for inclusion in the PIP.
Thursday, Week Ten: History of Alberta, continued

November 5th,
2015
Time &
Duration
11:45
Activity & Purpose

Materials
& Prep
Voices of
12:19
Alberta
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide
12:19
1:00
1:00 1:33
1:33 2:06
2:06 2:21
Lunch
None
PLC; no teaching
None
Recess
None
2:21 2:54
2:54 3:29

worksheet
chart)
Voices of
Alberta
textbook
Pencils
Paper
11 X 17
paneled
pages
Research
worksheet
Comic
planning
guide

Alberta
Homework: None
Next Class: Class meeting, phys. ed.
Reflection: Sweating bullets because this was the last work day, I was very
happy to see the students pull it out at the end and get it done. I had all but
one students pages in by the end of the day. What a relief! That being said
though, Im going to need to do some inking and text editing to make the
project more readable at small-scale. Im going to work on that over the week
and hopefully by the beginning of next week they will have the finished
product in hand. Overall, Im pretty impressed with how they did. There were
a few glitches, but with some careful page placement, it all makes sense.
Also, there were a few students who forgot to letter their pages. Ooops. That
will actually make my editing job easier.
PIP Notes: MY plan is to have multiple copies of the comic available for the
PIP presentation for people to view, so today is very relevant.
Friday, Week Ten: Wrap Up For the Week

November 6th,
2015
and been exposed to (normally; exception this
week)
appropriate
instructions
Time &
Duration
9:13 9:45
9:45
10:17
10:17
10:35
10:35
11:07
11:07
11:39
11:3912:11
12:11
12:43
12:43
1:15
Activity & Purpose

Phys.
-

techniques
- Add combinations (one-step defense)
step back low-block
Materials
& Prep
None
Recess
None
Phys. Ed. see above
None
Lunch
Week
-
Wrap-up
Warm fuzzies

Homework: None
Next Week: New unit: Albertas resources and regions
Reflection: The kids were a little unfocused today, so I ended up spending a
lot of time on behavior and classroom management. Also, we didnt have a
class meeting in order to get through as much of the class reader The One
and Only Ivan as we could.
nothing.

Alberta History Unit Planner

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Alberta History Unit Planner

Uploaded by

Copyright:

Available Formats

Class: Boschees Bees (Grade 3-4)

Tuesday: The Early History of Alberta

Social Studies: Students will read the second part of Chapter 4. In

Art: Continued Work on facial expressions

Wednesday: Early History, continued

Social Studies: Students will read the third part of Chapter 4.

Thursday: Early History, wrap-up

Friday: Physical Education and Class Meeting

Social Studies: Continued reading in Chapter 4. Students will contribute

Social Studies: Continued reading in Chapter 4

Social Studies: Finish reading in Chapter 4. Students will read as a

Art: Thumbnail sketches and planning. Students will be shown a series

Friday: Physical Education and Class Meeting

Panel work continued

Panel work continued

Friday: Physical Education and Class Meeting

Continue reading chapter 5

Continue reading chapter 5

Your own comic page, research, continued

Finish reading chapter 5

Your own comic page, final day

Friday: Physical Education and Class Meeting

Start reading Chapter 6

Continue reading Chapter 6

Finish reading Chapter 6

Friday: Physical Education and Class Meeting

Continued work on class comic

Continued work on Class comic

Continued work on class comic

Final class to work on class comic

Friday: Physical Education and Class Meeting

Monday, Week Five: The Introduction to the History of Alberta

worksheets that practice faith through action

Activity & Purpose

Social Studies Living With the Land, continued

Make sure the names of the entire group is

Snack Review this weeks Faith in Action

and has their coach rate them on the

Art Comic strips introduction faces and

Tuesday, Week Five: The Introduction to the History of Alberta,

Activity & Purpose

those hands together for them).

Social Studies Living With the Land

class will create one page of a continuous

Snack Review this weeks Faith in Action

Art Comic strips continued faces and

history, basic drawing practice and understanding of human anatomy, basic

Activity & Purpose

out the attached crossword puzzle as a

Snack Review this weeks Faith in Action

Art Comic strips introduction bodies and

Thursday, Week Five: The Introduction to the History of Alberta,

Activity & Purpose

free the jailed students by reaching

PLC; no regular class

Snack Review this weeks Faith in Action

Art Comic strips continued bodies and

expression in body language

Friday, Week Five: Wrap Up For the Week

Prior Knowledge: Basic understanding of martial arts techniques,

Activity & Purpose

Ed. Introduction to Martial Arts