Ashley Pasiciel

Ticket to Curlew: Family Tree

Grade/Subject: Language Arts – Grade 4 Lesson Duration: 60 minutes
Unit: Novel Study – Ticket to Curlew Date: January 31, 2019
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
2) Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Specific Learning Outcomes:
 2.1.4 – Comprehend new ideas and information by responding personally and
discussing ideas with others.
 2.1.6 – Monitor understanding by confirming or revising inferences and
predictions based on information in text.
 2.2.1 - Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as personal narratives, plays, novels, video
programs, adventure stories, folk tales, informational texts, mysteries, poetry
and CDROM programs.
 2.2.4 – Retell events of stories in another form or medium.
 2.2.5 –Make general evaluative statements about oral, print and other medium
texts.
 2.3.3 – Identify and explain connections among events, setting and main
characters in oral, print and other media texts.
LEARNING OBJECTIVES
Students will:
1. Identify what a family tree is by creating a family tree based on the Ferrier
family in the novel Ticket to Curlew. – done as a class
2. Individually compose personal family tree.
3. Predict and listen to the reading of chapter 7.
ASSESSMENT
Observations: Key Questions:
 Understand what students know  Who are our main characters in the
about family trees already through novel? (L.O #1)
a class discussion. Prompt  How are these characters related?
students by asking: What is a (L.O #1).
family tree? Have you ever made  What is a family tree? (L.O #1, 2 &
one before? Why would you want Assessment of Prior Knowledge).
to document your family history?  Why would you want to document
And what is the meaning of your family history? (L.O #1, 2 &
family? (See assessment of prior Assessment of Prior Knowledge).
knowledge portion of lesson).  What does your family tree look
 Prompt students to recall the like? (L.O #1 & 2).
various characters from the book  Who is in your family tree? (L.O
and make connections on how #2).
they are related. I want them to  Why do we like to make family
come up with ideas and various trees? (L.O #1, 2 & Assessment of
connections. They will tell me Prior Knowledge).
where to put each family member
 Ashley Pasiciel

on the tree. If students are stuck I  Why is family important? (L.O #1, 2
will prompt them. (L.O #1) & Assessment of Prior Knowledge).
 Monitor students as they work on  Why should we appreciate our
their individual family trees. family members? (L.O #1, 2 &
Ensure that they are on task. At Assessment of Prior Knowledge).
this time, I will answer any  Why does Sam not like exploring
questions students may have and with his little brother Matt (L.O #3).
give back verbal positive  What does Matt find while
feedback on their work. Through exploring? (L.O #3).
this observation, I will get a sense  What do the boys take home for
on how quickly students are their mother? (L.O #3).
working and how much more time  What happened to the boys on their
they may need. (L.O #2) way home? (L.O #3)
 Ensure students are paying  How did Sam’s mother and father
attention to details in the novel. feel that the boys came home late?
This will be done by putting (L.O #3).
emphasis on certain parts. Ex//
further explaining the meaning,
asking the class questions, asking
the class to make predictions, etc.
(L.O #3)
Written/Performance Assessments:
 To introduce this lesson, as a class we will create a family tree based on the
characters in the novel Ticket to Curlew. This activity is formative – I want
students to understand what a family tree is, and relate it back to the novel.
 Later, students will make a family tree based on their own family. This activity
relates to what we have been discussing during our school wide assembly on
Mondays. This is another formative assessment. Students will have the
opportunity to colour their family trees and make them fancy if they wish. They
will be displayed in the hallway.
LEARNING RESOURCES CONSULTED
 The Alberta Program of Studies.
 Ticket to Curlew.
 Pinterest – sample family trees
MATERIALS & EQUIPMENT
 Smartboard – for slides
 Whiteboard markers
 Blank white paper x 26
 Colouring materials
 Sticky notes – speedy reflections.
 Ticket to Curlew
 Review Question Booklet – sponge activity
PROCEDURE
Introduction:
Hook/Attention Grabber:
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Speedy Personal Reflection: Thankful Thursday

 There will be a question on the white board - what are you thankful for today?
 Each student will be given a sticky note to write down their answer.
 Once students are done, they may put their sticky note on the front board.
 Later, students will have the opportunity to participate in a gallery walk to read
their friends answers.
 This activity is mean to be anonymous.

Assessment of Prior Knowledge:

 What is a family tree? Have you ever made one before?
 See what students know about the topic.
 As a class discuss the meaning of family. Why would you want to document
your family history?
 Read definition of what family means - Start using slides at this point to help
stay on track.
 *Emphasize that all family dynamics are different / unique and that is perfectly
ok!

Expectations for Learning & Behaviour:

 When I am speaking, or reading, writing materials should be down.
 If you want to share something or answer a question, raise your hand.
 If someone else in the classroom is speaking, give them the same respect you
would give me.
 When working individually: students may talk quietly with their elbow partners.
 When I am reading, the novel listen carefully for details, try not to go through
your desk at that time. I do not want you to miss anything important in the
novel.

Advance Organizer/Agenda:
 Pre-made presentation on family trees in advance.
 Have white paper out for students to create their own family trees.
 Create my personal family tree in advance – this will act as an example for
students to look at.

Transition to Body: To start, we will create an example of a family tree as a class.

Body:
Key Questions:
 What is a family tree?
 Who are our main characters in the novel?
 How are these characters related?
 Why would you want to document your family history?
Learning Activity #1: Ferrier Family Tree (L.O #1).
 As a class, we will create a family tree based on the Ferrier family from the
novel.
 Ashley Pasiciel

 To start, show students some examples of family trees. This will give students
some inspiration.
 Additionally, I will model my personal family tree to give students another
example.
 Students will recall all the characters’ names they have learned. – Pa (James),
Mama (Clara), Sam, Josie, Matt, Grandma, Grandpa.
 Together we will discuss how the characters are related.
 I will draw the family tree on the front board so students can see what a family
tree is looks like. I will write the characters’ names on the tree where they
should go. This will help model a family tree structure. I will also leave a
sample family tree on the smartboard for students to reference.
 In relation to this we will discuss the importance of family in relation to the
novel and our own personal lives.
Assessments/Differentiation:
 This activity is formative. Students will learn about family trees and see an
example of one, which will guide them for the next learning activity.

Key Questions:
 What is a family tree?
 What does your family tree look like?
 Who is in your family tree?
 Why do we like to make family trees?
 Why is family important? Why should we appreciate our family members?
 Why would you want to document your family history?
Learning Activity #2: Personal Family Tree (L.O #2).
 Keep a sample family tree on the smartboard – this will give students
inspiration and help them with the structure.
 Next, students will be given a blank sheet of white paper to create their own
family tree. – remind students that everyone’s family tree is unique. Include
who you consider to be your close family.
 Students will draw out their family tree – they can add colour and be as
creative as they wish with the assignment.
Assessment/Differentiation:
 This activity relates to what we have been discussing during our school wide
assembly on Mondays.
 This will be used as a type of formative assessment.
 Students will have the opportunity to colour their family trees and make them
fancy if they wish. They will be displayed in the hallway.

Key Questions:
 Why does Sam not like exploring with his little brother Matt?
 What does Matt find while exploring?
 What do the boys take home for their mother?
 What happened to the boys on their way home?
 How did Sam’s mother and father feel that the boys came home late?
 Ashley Pasiciel

Learning Activity #3: Reading Chapter 7 (L.O #3).

 Read aloud the next few pages in chapter 7.
 Students will listen carefully for important details in the story.
 I will pause at various points to ask students questions about the novel.
Assessment/Differentiation:
 Through making predictions and inferences students will display their
interpretations of the novel.
 Try to ask students who do not normally share their thoughts and predictions.
 Ask questions to get students thinking more deeply about the content in the
chapter.

Sponge Activity: Novel Study Review Questions.

Closure:
Consolidation/Assessment of Learning: Great work today! Is there anything on your
family tree that you want to share with the class? Did you learn something about your
family today?

Transition to Next Lesson: Again, great job! These will look wonderful in the hallway.
Next class, we will start looking at the characters in the novel more in depth.