Pre-Planning: Using a “Backwards Design Framework (ELE 4)

Good teaching requires good planning, and good planning requires clarity about purposes and means of
achieving them. (Wiggins and McTighe; 2010)

Unit Title:​ Environment and resources Grade:​ 3

Subject, Topic:​ FLA & Social Studies Timeline:​ March/April

Culture and Expectation (ELE 1) : During this unit, students will discuss and come to appreciate
the differences between the environment and the quality of life in the 5 targeted countries.
The culture will be one of respect, interest and appreciation for all the students’ thoughts and
ideas on the subject. ​(bulletin board –​ ​Llama and Elephants, Countries)

Stage 1 – Desired Results (Clearly Identified Outcomes - ELE #2)

Enduring understandings Essential Questions

Students will understand the purpose of writing FLA-Comment puis-je m’exprimer à l’orale
and language. et à l’écrit pour un publique cible?
How can I clearly communicate orally and
in writing to my target audience?

Social Studies-What are the main

resources, good and services produced by
the communities studied? (import and
export)
Students will know…
● many resource and environment,
community words with gender
● descriptive words
(beaucoup de, moins de, primaire,
● what is a paragraph
● what is a sentence
● what is a title
Stage 2 – Assessment Evidence
Summative Assessments (ELE 12):
● Students will create a poster of a chosen
country highlighting the environment and
resources and present it to the class.
● Students will write a paragraph about the
differences between Canada and their
country
● Self-assessment
Stage 3 – Learning Plan
Students will be able to…
Student will be able to:
-find clues in a text to
determine important details
(CÉ)
- use gender words correctly
when speaking (PO)
- describe a subject in detail
and in a variety of ways. (PO)
- use verbs using the present
tense (PO)
- describe an event or a place.
(PÉ)
- use capital letter
appropriately. (PÉ)
- write a variety of complete
sentences. (PÉ)
- use punctuation appropriately
(PÉ)
Use of Rubrics and Exemplars (ELE 5):
·​Rubric for presentations and writing.
Create with students.
·​Exemplars, class-created with teacher and
other students (Canada)
PRE-Assessment (ELE 3):
1. Sorting resources into the correct country activity
Learning Activities:

Introduction to New Knowledge (ELE 6): Formative Assessment (ELE 10):

- Llama with Mme. Meston
- Story “Dancing Elephants” and video
about Elephant Festival in India with
discussion about the importance of
elephants to indian culture
- Indian elephant art project
- Do pre-assessment about countries and
resources
- Review natural resources
- Introduce poster project
- Research and create poster for
environment and natural resources of
Canada as an exemplar for students
- Create rubric with students
- FLA lesson - what is a sentence/
paragraph/ capitals to start sentences
- Introduce paragraph assignment and
rubric to students
Anecdotal notes
Observation of their work and writing
conferences
Pre-assessment VS post-assessment
Tracking and Communicating Outcomes
(ELE 9):
Anecdotal notes
Observation of their work and writing
conferences
Using the rubric and exemplars to track the
outcomes
Place their PO picture/assessment and
their PÉ assessment in their portfolio
and/or FreshGrade

Experiencing the New Knowledge (ELE 7):

- Kids in groups of 5 will each be assigned a
country to research
- They must research the environment and
natural resources of that country
- They must create a poster to present to
the class with the information they
learned

Deepening the New Knowledge (ELE 8):

- Each group presents their poster and
teaches the class the info
- Summarize material with students to
make sure they received all the
information
 - Individually students must write a
paragraph which compares the country
they researched and Canada
- Hand in paragraph
● Redo their pre-assessment

Pyramids of Intervention (ELE 11)

Specific students described here.

Accommodations: Differentiation:
repetition of instruction different rubric, expectations and
small group work exemplars for writing assignment
teacher support (Logan, William, Sade, Hadley)
differentiated text
use sentences from word work

Tech