Mental Health
Author(s): Kyo Maclear & Isabelle Arsenault
Links:
Amazon: https://amzn.to/2TxMRTm
Indigo: https://bit.ly/2TDteEz
Social Justice focus: Having a unique identity
Synopsis: This delightful tale features a spork (spoon and fork combo) who has trouble fitting in. He’s neither a spoon nor a fork and is never chosen as cutlery. Finally, his mixed abilities find their perfect use. The story could be applied generally to those who do not fit society’s molds, or more specifically to children of mixed racial backgrounds.
Lesson Plan: Alisdair Dunbar
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Canadian Communities
Grade: 6
Lesson: An introduction to the idea of different communities within Canada and how communities are always changing.
Curriculum Areas: Literacy (Reading), Social Studies (Heritage and Identity)
Curriculum Expectations:
Literacy:
- Reading:
- 1.5 (Making Inferences/Interpreting Texts): develop interpretations about texts using stated and implied ideas to support their interpretations.
- 1.6 (Extending Understanding): extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.
Social Studies:
- Heritage and Identity:
- A1.1, explain how various features, including built, physical, and social features of communities, can contribute to identities in and images of a territory and/or country.
Learning Goal(s): We are learning how to interpret the meaning of something we read, and understand how what we read/see sometimes is meant to represent something similar but different.
Success Criteria: Students have articulated (orally, in written form, or visually) that they understand some of the messages/themes of the book Spork at they can relate them to the subject of community identities in the real world.
MODIFICATIONS / ACCOMMODATIONS: Students can use assistive technology if they need for taking notes or writing answers.
Book will be read to students, and students can be given time with the book to take a closer look at illustrations, or to read it to themselves again.
Minds-on: How will I connect to prior and future learning? How will I engage students and set the context for learning?
Minutes: 10 minutes
Task: Students and teacher will discuss how books often have themes or messages. Teacher will discuss if students understand what a “theme” is and ask if they can give an example of a book they have read and the theme of that book. Teacher will then provide some examples of popular books, movies, etc. and ask students if they can identify some of the themes or messages.
Assessment: For, teacher will be assessing students’ prior knowledge of themes/messages and assessing their level of comfort with the topic. If necessary, teacher might need to provide more time to discuss themes with students.
Action: How will I introduce new learni