Long-Range Plan Sample

Month

Strand

Big Ideas (Overall Expectations)

Specific Expectations

Cross Curriculum

(all references below are from the French as a Second Language Ontario Curriculum 2013)

September

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B1. Application Governments and Citizens Working Together

B1.1 assess the effectiveness of actions taken by one or more levels of government, including Indigenous governments, to address the issue of national, provincial/territorial, and/or local significance

D1.3 Developing Vocabulary

confirm word meanings and review, refine, and vary word choices, using a variety of resources

At the beginning of the year, students will learn several new terms in French in regards to roles under the government and governmental and environmental issues, etc. They will use dictionaries and/ or technology to confirm these meanings.

October

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B1. Application Governments and Citizens Working Together

B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance specifying the actions to be taken by the appropriate level (or levels) of government as well as by citizens

B3.1 describe the major rights and responsibilities associated with citizenship in Canada

B3.2 describe the jurisdiction of different levels of government in Canada, as well as of some other elected bodies (i.e., federal, provincial, territorial, and municipal governments; band councils; school boards), and some of the services provided by each

A3.1, B3.1, C3.1 Intercultural Awareness

D2. The Writing Process

D2.1, D2.2,

It would be of importance to teach students how prominent French speaking is in Canada and within the government.

Allow students to do research about communities in Québec to learn more about cultural values and allow them to share their findings to the class. This encourages oral communication accentuating intercultural awareness and understanding.

Students must also grasp the roles and levels of government because it is election season.

Potential activity:

Mini in-class debate, classroom election for a specific event in the class (pajama party, sock day, etc)

November

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B1. Application Governments and Citizens Working Together

B1.3 create a plan of action to address an environmental issue of local, provincial/territorial, and/or national significance specifying the actions to be taken by the appropriate level (or levels) of government as well as by citizens, including themselves

B1.1 Using Oral Communication Strategies

identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences.

B1.2 Producing Oral Communication

using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support.

D2.3 Producing Finished Work edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate

December

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B2. Inquiry Differing Perspectives on Social and Environmental Issues

Working Together

B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues

D1.6 Applying Language Conventions

communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation

D1.2 Writing in a Variety of Forms

write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form

Students will learn how to structure a question in several different ways using vocabulary terms.

Potential final task: research question list on a topic of choice (environmental or social local issue)

B2.2 Interacting

engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics

January

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B3. Understanding Context: Roles and Responsibilities of Government and Citizens

B2.2 gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspectives of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues

B2.6 communicate the results of their inquiries, using appropriate vocabulary

A1.4 Responding to and Evaluating Media Texts

express their personal opinions about the treatment and presentation of the messages in a variety of oral media texts about familiar, academic, and personally relevant topics, and give evidence from the texts for their opinions, with teacher support as appropriate

February

B. PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP

B3. Understanding Context: Roles and Responsibilities of Government and Citizens

B2.3 analyze and construct maps in various formats, including digital formats, as part of their investigations into social and/or environmental issues

B2.4 interpret and analyze information and data relevant to their investigations, using a variety of tools

C1. Reading Comprehension

C1.4 Developing Vocabulary identify and use several different strategies to expand vocabulary through reading

C1.5 Responding to and Evaluating Media Texts

express their personal opinions about the treatment and presentation of the messages in a

variety of media texts about familiar, academic, and personally relevant topics, and give evidence

from the text for their opinions, with teacher support as appropriate

C2. Purpose, Form, and Style

C2.1 Purposes of Text Form

identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms

D3.2 Awareness of Sociolinguistic Conventions

identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work

March

A. HERITAGE AND IDENTITY: FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND EARLY CANADA

A1. Application The Impact of Interactions

A1.2 analyse aspects of early contact between First Nations and Europeans in New France to determine the ways in which different parties benefits

A2.2 gather and organize information on interactions among and between First Nations and Europeans during this period, using a variety of primary and secondary sources that present various perspectives

A1.1 describe some of the positive and negative consequences of contact between First Nations and Europeans in New France

D2.1 Generating, Developing, and Organizing Ideas

generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate

D1.5 Creating Media Texts

using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using several media forms and the conventions and techniques appropriate to the chosen form

**The Ontario Catholic Curriculum

Grade 5: Living in Solidarity

LS3 Demonstrate an understanding of Christianity as a religion that seeks unity within the experience of diversity.

April

A. HERITAGE AND IDENTITY: FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND EARLY CANADA

A2. Inquiry

Perspectives on Interactions

A2.1 formulate questions to guide investigations into aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713, from the perspectives of the various groups involved

A2.6 communicate the results of their inquiries, using appropriate vocabulary

A2.4 interpret and analyze information and evidence relevant to their investigations, using a variety of tools

C1.1 Using Reading Comprehension Strategies

identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate

C1.2 Reading for Meaning

demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support

B1.3 Speaking with Fluency

speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned, rehearsed, and increasingly spontaneous communications about familiar, academic, and personally relevant topics, using familiar words and expressions

**The Ontario Catholic Curriculum

Grade 5: Living in Solidarity

LS2.1

Examine Matthew 25:31-46 to identify and summarize what Jesus reveals about the judgement of God concerning the human dignity of others, the “friendship” that we are to see and establish with others (i.e. hungry, thirsty, stranger, naked, and those in prison) and how he will judge our actions towards others.

LS2.2

Define the meaning of the virtue of solidarity with respect to material and spiritual goods and link solidarity to the Church’s social justice teaching on the preferential love of the poor and vulnerable (i.e. the human need and capacity of love and care for the poor and vulnerable which is an expression of our faith).

May

A. HERITAGE AND IDENTITY: FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND EARLY CANADA

A3. Understanding Context

Significant Characteristics and Interactions

A3.1 identify major First Nations in the Great Lakes–St. Lawrence region and Atlantic Canada at the time of contact with Europeans and describe key characteristics of selected nations

A3.3 describe the main motives for Europeans’

exploration in early Canada and for the

establishment of permanent settlements

D1.3 Developing Vocabulary confirm word meanings and review, refine, and vary word choices, using a variety of resources

June

A. HERITAGE AND IDENTITY: FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND EARLY CANADA

A3. Understanding Context

Significant Characteristics and Interactions

A3.6 describe some significant differences among First Nations and between selected First Nations and European settlements in early Canada and identify some of the reasons for these differences

A3.7 describe some significant effects of European conflicts on First Nations and on early Canada

A1.1 Using Listening Comprehension Strategies

identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts

D2.2 Drafting and Revising

plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies

D2.4 Metacognition

(a) identify, in conversation with the teacher and their peers, several strategies they found helpful before, during, and after writing; (b) determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills

C1.2 Reading for Meaning

demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support

Grade 5 Social Studies Overall Expectations

By the end of Grade 5, students should be able to do the following:

A1. Application: analyze some key short- and long-term consequences of interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Cause and Consequence; Continuity and Change)

A2. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada, from the perspectives of the various groups involved (FOCUS ON: Interrelationships; Perspective)

A3. Understanding Context: describe significant features of and interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Significance; Interrelationships)

B1. Application:

assess responses of governments in Canada, including First Nations, Métis, and Inuit governments, to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues (FOCUS ON: Interrelationships; Cause and Consequence)

B2. Inquiry:

use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including those of Indigenous peoples as well as of the level (or levels) of government responsible for addressing the issues (FOCUS ON: Perspective)

B3. Understanding Context:

demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Métis, and Inuit governments (FOCUS ON: Significance)

Grade 5 French as a Second Language Overall Expectations

A. Listening

Listening to Understand: determine meaning in a variety of oral French texts, using appropriate listening strategies;

A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

A3. Intercultural Understanding:demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

B. Speaking

Speaking to Communicate:

communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience

B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with diverse audiences

B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

C. Reading

Reading Comprehension:

determine meaning in a variety of French texts, using a range of reading comprehension strategies

C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms; C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. Writing

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary, language conventions, and stylistic elements to communicate clearly and effectively

D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively

D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Timeline Connection

In regards to why I decided to focus on Strand B for Grade 5 Social Students because it is election time, therefore it only makes sense to begin the year off with the People and Environments: The Role of the Government and Responsible Citizenship. At this time, activities that teach students about the importance of voting and elections is essential. It is important to emphasize the fact that although they cannot vote yet, it is beneficial to be informed about political events in the news so that when it is time for students to vote, they know they can be the best Canadian citizens they can be. Additionally, Strand B is easier for Grade 5 students to understand as it is a continuation from the Grade 4 Curriculum. Provinces and territories are more discussed about more often than the history of First Nations. Consequently, I chose to teach Strand A: Heritage and Identity: First Nations and Europeans in New France and Early Canada. during the second half of the school year because it involves a longer attention span and the learning of more and newcontent. In addition, with the change in seasons it could be interesting for students to learn about provinces and territories and the most popular tourist points at peak times throughout the year. On conclusion, time is of essence for educators because a lot of Curriculum must be covered throughout the school year and class interruptions like Spirit Days, masses, etc., must be considered. I must be flexible when carrying out my lesson plans. This long range plan is a brief plan to follow, but I am aware that I might have to switch units and expectations covered to meet my students’ needs.

Curriculum Connection and Reasoning/ Rationale

I have chosen to teach Social Sciences and French as a Second Language cross curricularly because in the French Immersion program in Ontario, Social Studies is taught in French. These two subjects go hand-in-hand because it allows students to broaden their vocabulary in the French language. Additionally, as part of the Curriculum, emphasis on exposure to Canadian citizen education.

The following is a brief breakdown as to why I decided to break up the Social Studies Curriculum like I did and why I used the French as a Second Language Curriculum as my cross Curricular in reference to the chart above.

Overall Message

It is important to note that all potential activities and in-class or take-home tasks are tentative. As a teacher, I know that I might have to modify my school year in accordance to the students I have in my class and the types of learners they are.

In addition, as an FSL teacher, the oral strand should be heavily focused on. For example, students are encouraged to orally communicate with more confidence and more ease in French. Therefore, I would encourage students to participate more by creating more class discussion and adding oral presentations for projects, as well as more formative assessments to test comprehension. Finally, it is important to note that each unit builds off previous units acting as stepping stones for moving forward throughout the school year. I will link each unit to overall expectations and to remind students that Social Studies touches on humanities, including geography, history, as well as politics. When course content flows, students will be able to make connections for better retention of new information that will last, and be kept in long-term memory.

One of my believe statements as a teacher, is that learning can be fun. I will do my best to incorporate and tie in, holidays and annual events into the Curriculum. I will ensure a safe learning environment that accentuates learning as fun.

I believe it is also my duty to ensure the students come to school everyday to learn in a safe environment.

Monthly In-Class Curriculum Goals

September

Being that the month of September is a new start for all students, it does not make sense to make a cross curriculum connection right off the bet. September is a time to really test prior knowledge of students by using forms of assessment as progress and how to go about teaching the learners in my class.

October

Introducing the French culture to students is important so that they could make personal connections and really get a feel for the culture. October is when federal elections are held so it is essential for students to learn about the importance of a vote so that when they are able to do so themselves, they understand the value and impact their vote has on society. I made the cross curriculum connection for the second month of the year using the strands, writing, speaking, and listening to see where students are at. A potential activity could be to have my students choose a social or environmental issue and plan how they would go about resolving it. The writing process expectations are relevant to how a student works through creating a plan and the steps a student takes to get to the final product. This activity relates to the introductory topics covered in September which generates further knowledge.

NOTE: This is a part of the evaluation.

Potential activity/ event: Fun French Feast Day where students can wear colours that represent the French culture to them. Allow students to bring in food and snacks related to French culture as long as it respects all allergies (this might be problematic depending on the group of students in my class. Watch a movie or show in French with subtitles.

NOTE: more potential activities listed in chart.

November

I think assessing student’s level of communication and verbal fluency is fair at this stage because they completed some oral activities in October. November the focus will be to voice their action plan. Students will learn to express their opinion on an issue and they will use new vocabulary. This will be done in small groups that I will assess separately, one group at a time.

December

Being that December is such a busy month with Christmas concerts and holiday events, I ensured that there is not a lot of content being covered. With regular class time being constantly interrupted, the Social Studies unit would be slightly less intense. Hence why in December, the focus will be on the construction of questions and orally asking questions as well to work on interaction in French amongst students. It is also right before Christmas Break so questions asking what students want from Santa might be relevant and fun!

January

Students will use more media as the advancement of technology allows many schools, including mine to have a Chrome Book for each or almost every student. Students will use the Internet to gather information and relevant data to create a presentation to test oral skills. The second part of the year will focus more on the oral strand as students are expected to have the foundations for eventual fluency in the French language (reasoning behind my cross curriculum connection for this month). I chose to start using more media this half of the year because teachers tend to have their students more controlled by this time. Although, after the Christmas holidays, this might fluctuate. Some students might even receive new technology to help them with research at home and encourages them to learn about more things since reading guides the extension of knowledge.

February

In February, students will research and find data regarding environmental or social issues. They will then analyze and interpret the meaning behind labels on maps as they will begin to explore maps of Canada. They will learn how to create their own map and apply their knowledge. Students will focus on French speaking communities for the construction of their maps.

Potential Activity:Students with create a map on a heart frame for the month of love (because of Valentine’s Day)

March

Students will learn how to use graphic organizers. I will provide outlines of blank organizers so that the students can analyze and compare First Nations and Europeans in New France. They will list and compare these aspects and create a short write up using technology to gather information about the positive and negative consequences of their contact at this time of day. Students will then find information to relate their interaction to present day.

It is St. Patrick’s Day this month so educating my students on this Feast Day. Being that I am in a Catholic School, it is a good idea to introduce the arrival of Christianity to my students (See chart above for Religion Curriculum Expectations). Allow students to wear green all day.

Potential activity:Create a new classroom prayer in French, collaboratively as a class, praying for First Nation land and the hard work and struggle undergone by European explorers. I think this is a good way to begin Strand A, especially being in a Catholic school. I would link this strand by explaining and demonstrating how one’s heritage and identity might be dependent on one’s environment and how society is ran (governmental roles).

April

Students will be assessed on their reading and comprehension skills of the French language. I will provide picture books that emphasize the period of the 1700’s in a modern manner. Students will use their critical thinking skills to create high quality research questions. They will use these questions to research information on interactions among and between First Nations and Europeans in Canada prior to 1713. Students will then present the information they gathered and will be evaluated on their presentation skills including eye contact, posture, pace of speech, etc.

Being that Easter falls around this time of the year. It must be noted that since Easter falls on a different day each year, again, I reiterate the fact that my lessons may fluctuate depending on what students present to me in terms of their progress. I would tie in the history of religion how this could be tied into the 1700’s; how religion has remained constant and faith is universal. I would accentuate the importance of daily prayer and review Bible stories in French and English. This Religion component branches from the Religion component in March. This is a prime example of each month leading up to the month for each strand and each unit being taught.

Potential Activity:

Read this Bible verse to my class and create a class discussion about the message behind the verse below, in their own words. I would also find a French Children’s Bible to make a simplified comparison.

Ephesians 4:29-32

“Let no corrupting talk come out of your mouths, but only such as is good for building up, as fits the occasion, that it may give grace to those who hear. And do not grieve the Holy Spirit of God, by whom you were sealed for the day of redemption. Let all bitterness and wrath and anger and clamor and slander be put away from you, along with all malice. Be kind to one another, tenderhearted, forgiving one another, as God in Christ forgave you.”

May

I decided to include the teaching of the First Nations in the Great Lakes–St. Lawrence region and Atlantic Canada at this time because there could be room to book a field trip for students to visit a residential school to learn more about the First Nations lifestyle and culture, for example, as the weather is nice at this time of the year.

Students will learn new vocabulary in French regarding the motives Europeans’ had during their exploration in early Canada and during the establishment of settlers. Writing lists of new vocabulary and translating them are of main focus here as this unit consists of new information and concepts or events. By doing so, students will be able to retain words easily so that they may be used in the following years.

June

As an FSL teacher candidate, higher expectations for oral performance tends to be of greater importance. The focus for students this month will be listening to the input of peers and recording down what they say while making sense of what they say and how it applies. Reading comprehension is another large concentration in June before the year ends to. assess that students have successfully grasped. A potential activity suggest in the chart above is to conduct reading or literature circles accompanied by comprehension questions in groups encouraging group discussion and interaction.