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977 records – page 2 of 196.

3 recommendations   32 downloads

Macaroni Panda

Resource Type
Lesson Plan
Grade Level
K
1
2
3
4
5
6
7
Submitted By
Wilf - one month ago
Description
An original poem based on a birthday lunch at a s…
Resource Type
Lesson Plan
Grade Level
K
1
2
3
4
5
6
7
Submitted By
Wilf - one month ago
Description
An original poem based on a birthday lunch at a small Japanese restaurant, the poem shows how two very different animals, Panda and Frog, reach out to each other to share their ideas of favorite and secret but forbidden food.
Subject
English Language Arts
Keywords
tolerance
sharing
dreams
poetic devices
Duration
20 - 60 minutes
Language
English
Date Created
Aug 3, 2020
0 recommendations   17 downloads

Racism and COVID-19 - Supporting IBPOC teachers

Resource Type
Other
Grade Level
pre-K
K
1
2
3
4
5
6
7
8
9
10
11
12
Adult
Submitted By
BCTF PSID - 2 months ago
Description
The COVID-19 pandemic has unfortunately shone a s…
Resource Type
Other
Grade Level
pre-K
K
1
2
3
4
5
6
7
8
9
10
11
12
Adult
Submitted By
BCTF PSID - 2 months ago
Description
The COVID-19 pandemic has unfortunately shone a spotlight on the multiple forms of racism that were prevalent in Canada long before the onset of the pandemic. If you are a teacher who identifies as Aboriginal, First Nations, Metis, Inuit, Indigenous, Black or a Person of Colour (IBPOC), your union has multiple support available to you to address both the individual and structural impacts of racism.
Subject
Cross-Curricular
Aboriginal Education
Social Justice
Teaching Strategies
Social Studies
Research
Keywords
Aboriginal
First Nations
Metis
Inuit
Indigenous
Language
English
Date Created
Jul 29, 2020
1 recommendation   20 downloads

How to write great questions

Resource Type
Activity
Grade Level
5
6
7
8
9
Submitted By
Ocean School - École de l'Océan - 2 months ago
Description
Now can you ask the most powerful questions, in o…
Resource Type
Activity
Grade Level
5
6
7
8
9
Submitted By
Ocean School - École de l'Océan - 2 months ago
Description
Now can you ask the most powerful questions, in order to unlock an even wider universe of knowledge? And why is the choosing of a simple word (like "How" or "Why") the key to your greatest quest and your greatest question? This activity walks students through creating questions, evaluating the quality of their questions and sets the scene for further research. We recommend that your child/student watch the linked video for the full educational experience. This activity is only one small part of Ocean School! Join for free today at www.oceanschool.ca. Ocean School is a free educational resource about the ocean, from Dalhousie University, Ingenium, and the National Film Board of Canada and is inquiry-based, FREE, entirely online, available in English and French, and for students in grades 5-9. Ocean School est disponible en français ici: https://ecoledelocean-xp.onf.ca
Subject
Revised Curriculum
Cross-Curricular
English Language Learning (ELL)
English Language Arts
Keywords
Inquiry-based learning
critical thinking
inquiry
distance learning
URLs
https://bit.ly/2WvD7bS
https://bit.ly/2WwMd8i
https://bit.ly/32qfzJj
Learning Standards
Ocean School activities align with BC (and other provincial) curriculums in multiple areas. Here are a handful of alignments for Grade 7: Critical Thinking English Language Arts: Comprehend and connect - Synthesize ideas from a variety of sources to build understanding, Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences. Arts Education: Exploring and creating: Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making.
Duration
60-120 min
Language
English
Date Created
Jul 17, 2020
1 recommendation   23 downloads

A Teacher's Guide to "A Second Chance: A Gladue Rights Story": Teaching and Learning About Colonialism and Reconciliation

Resource Type
Unit Plan
Grade Level
6
7
8
9
10
11
12
Adult
Submitted By
Clay McLeod - 2 months ago
Description
The teacher’s guide to the graphic novel "A Secon…
Resource Type
Unit Plan
Grade Level
6
7
8
9
10
11
12
Adult
Submitted By
Clay McLeod - 2 months ago
Description
The teacher’s guide to the graphic novel "A Second Chance: A Gladue Rights Story" (which tells the story of Myra, an Indigenous woman who is charged with assault with a weapon and is about Gladue rights for Indigenous peoples) is a resource for secondary teachers that: -provides background information about Gladue rights and explains their relationship to relevant learning intentions in BC’s curriculum, -guides educators in using the graphic novel to meet relevant learning intentions, and -guides educators in meeting learning intentions relevant to the topic of Gladue rights. The guide provides ideas for teaching and learning about colonialism and reconciliation in courses for grades 10 to 12, within BC’s redesigned curriculum.
Subject
Revised Curriculum
Cross-Curricular
Aboriginal Education
English Language Arts
Social Studies
Law
History
Law
Keywords
Indigenous
law
history
colonialism
reconciliation
rights
criminal
sentencing
URLs
https://lss.bc.ca/publications/pub/teachers-guide-second-chance-gladue-rights-story
Learning Standards
Curricular Competencies Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing)
Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability
Select and apply appropriate strategies in a variety of contexts to guide inquiry, extend and transform thinking, and comprehend written, oral, visual, and multimodal texts
Analyze how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
Construct meaningful personal connections between self, text, and world Create and communicate (writing, speaking, representing)
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
Select and apply appropriate oral communication formats for intended purposes
Express and support an opinion with evidence
Respond to text in personal, creative, and critical ways
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
Assess and refine texts to improve clarity, effectiveness, and impact
Experiment with genres, forms, or styles of texts
Use the conventions of Canadian spelling, syntax, and diction proficiently and as appropriate to the context
Transform ideas and information to create original texts, using various genres, forms, structures, and styles Students are expected to be able to do the following:
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas (including legal concepts, issues, and procedures); and communicate findings and decisions
Assess and compare the significance and impact of the experiences of Indigenous peoples in Canada’s history (significance)
Assess the justification for differing perspectives after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
Analyze continuities and changes for Indigenous peoples over time since contact with Europeans and in Canadian history (continuity and change)
Determine and assess the long- and short-term and intended and unintended impacts of colonial laws, policies, and history (cause and consequence)
Explain and infer multiple perspectives on people, places, issues, and events, and distinguish between world views of different cultures and peoples in history (perspective)
Make reasoned ethical judgments about decisions, laws, policies, actions, and events in colonial history and contemporary Canada (ethical judgment) Content Students are expected to know the following:
A wide variety of BC, Canadian, and global First Peoples texts
A wide variety of text forms and genres
Common themes in First Peoples literature (i.e., ways in which Indigenous peoples and communities have been impacted by colonial laws, policies, and history, like the overrepresentation of Indigenous people in prison)
Reconciliation in Canada (i.e., how Gladue rights relate to the concept of reconciliation and the “Calls to Action” of the Truth and Reconciliation Commission, particularly 30–32)
Text features and structures - narrative structures, including those found in First Peoples texts - form, function, and genre of texts - elements of visual/graphic texts Strategies and processes:
Reading strategies
Metacognitive strategies
Writing processes
Presentation techniques Language features, structures, and conventions:
Elements of style
Syntax and sentence fluency
Usage and conventions
Literary elements and devices
Literal and inferential meaning
Persuasive techniques Students are expected to know the following:
Examples of colonial laws and policies, and aspects of colonialism that have affected Indigenous peoples (e.g., residential schools)
Ways in which Indigenous people and communities have been impacted by colonial laws, policies, and history (e.g., overrepresentation of Indigenous people in Canadian prisons)
What Gladue rights are and how they fit into Canada’s criminal justice system (i.e., when sentencing an Indigenous person, the judge is obliged to take that person’s circumstances into account)
How Gladue rights relate to the concept of reconciliation and the “Calls to Action” of the Truth and Reconciliation Commission (particularly 30–32) Big Ideas Texts and stories about the impacts of colonialism and possibilities of reconciliation provide insight into key aspects of Canada’s past, present, and future. Texts and stories about the impacts of Canada’s colonial history play a role within the process of reconciliation. The exploration of text and story deepens understanding of one’s identity, others, and the world, including:
how aspects of Canada’s colonial history have led to current disparities between Indigenous peoples and other Canadians, and
how attempts to address the impacts of colonialism are an aspect of reconciliation. Colonial laws, policies, and history affected Indigenous peoples in history and continue to have consequences for Indigenous people and communities today. Reconciliation, which involves the transformation of Canadian society, takes many forms, including the criminal justice system’s recognition of Gladue rights. Canada’s colonial history and its ongoing impact has led to loss of culture and identity for many Indigenous people. It has led to significant educational, income, health, and social disparities between Indigenous peoples and other Canadians, including an overrepresentation of Indigenous people in prison.
Duration
Up to teacher's discretion (this resource describes several learning activities that can be chosen; each activity takes a different amount of time)
Language
English
Date Created
Jul 7, 2020
0 recommendations  

Creative Response Activities to Short Stories

Resource Type
Activity
Lesson Plan
Unit Plan
Grade Level
5
Submitted By
Mx. Clement Thorne - 2 months ago
Description
This unit is designed to be highly adaptable to t…
Resource Type
Activity
Lesson Plan
Unit Plan
Grade Level
5
Submitted By
Mx. Clement Thorne - 2 months ago
Description
This unit is designed to be highly adaptable to the needs of the teacher and their class. The activities can be applied to any short story. You can read multiple short stories in a row and wrap up the unit with the "Book Talks" lesson, or you can read a single short story and move on to other subjects. The projects should take students a full week to complete and they should be able to do them mostly independently. This model works well for asynchronous distance learning. However, the activities will easily transfer into the face-to-face classroom.
Subject
English Language Arts
Keywords
short story
choice board
distance education
asynchronous
creative writing
URLs
https://drive.google.com/drive/folders/1iO8YgN_XMPcQd0vLINOaBm2T3iE3ANzr?usp=sharing
Learning Standards
Using language in creative and playful ways helps us understand how language works. Students will be able to respond to text in personal and creative ways; use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences; and transform ideas and information to create original texts.
Duration
1 week per story
Language
English
Date Created
Jul 6, 2020

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