Lesson

#1

The Hockey Sweater

Subject/Gr
ade Level

Grade Seven Social Studies

Unit

War and British Conquest

Date
Time
Durati
on
Teache
r

March 11
60 min
Stephanie Gokarn

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes
:

7.1 Toward Confederation. Students will demonstrate an

understanding and appreciation of the distinct roles of, and the
relationships among, the Aboriginal, French and British peoples in
forging the foundations of Canadian Confederation.

7.1.5 Assess, critically, the political competition between the

French and the British in attempting to control North America by
exploring and reflecting upon the following questions and issues:
In what ways did conflicts between the French and the British in
Europe impact North America?
7.S.1 Develop skills of critical thinking and creative thinking:
Determine the validity of information based on context, bias,
source, objectivity, evidence and/or reliability to broaden
understanding of a topic or issue
7.S.8 Demonstrate skills of oral, written, and visual literacy:
Elicit, clarify and respond appropriately to questions, ideas and
multiple points of view in discussions.

Specific
Learning
Outcomes
:

LEARNING OBJECTIVES

Students will:
1. Identify that the animosity between French and English Canadians still
present today is deeply rooted in our Canadian heritage.
ASSESSMENTS
Observations:

Interaction

Attentiveness

Question sheet responses

Key Questions:

Why is there such a famous rivalry

between the Montreal Canadiens and the
Toronto Maple Leafs?
Products/Performa

Question sheet

nces:

Oral responses

LEARNING RESOURCES CONSULTED

http://www.learnalberta.ca/content/ssvs/movi
eLauncher.html?
movie=smil/nfb_thesweater.smil
The Hockey Sweater, Roch Carrier

MATERIALS AND EQUIPMENT

The Hockey Sweater movie and book

Internet

PROCEDURE
Prior to lesson
Introduction
Consider:
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body

Why is there such a famous rivalry between the

Montreal Canadiens and the Toronto Maple Leafs?
Set them up for the story, The Hockey Sweater. Hand
out the question guide.

Body
Consider:
Variety of Learning
Styles
Questioning
throughout
Differentiation for
students
Focused formative
assessment

I will introduce the book, The Hockey Sweater, and

read it to students.
Afterwards, students will watch the movie, The Hockey
Sweater.
Mrs. G.: Make sure students are on task.
Give students their Hockey Sweater guide. Give them a
few minutes to answer the questions in groups of 2 or
3. Ask them thinking questions: Why would a French
Canadian tell the story in English? Why not choose an
English story teller or read it in French? Have them talk
about the following questions: 1) The story ends without
the problem resolved. How do you think it should end?
2) This story was written over 40 years ago. It is very
famous. Why would it be such a big deal? 3) What are
the reasons for this rivalry? Come up with 2 guesses in
your group. Share with the class.
Closure

Consider:

Time

Time
10
10

20

Time

Consolidation of Learning
Feedback from Students
Feedback to Students
Transition to Next Lesson

Show them a picture of the Quebec license plate.

What does the phrase,Je me souviens mean? How
has this meaning been interpreted and reinterpreted in
the last 50, 100 years?

Sponge
Activity/Activities

Have students write an alternate ending to the story that

is more decisive. Talk about Performance task.

10

It is lovely to have the opportunity to teach the same lesson twice. A

few things that changed:

Reflections from
the lesson

1) As students watched the movie the second time, I did not give
them the question sheet as I did the first class. I found that the first
time the class tried to answer everything while the movie was
running, while I wanted them to spend more time thinking about how
they would respond once the movie was over. As a result, the group
interaction was minimal and little was gained. The second time, by
withholding the question sheet until the end, the groups naturally
tried to work together more. The overall understanding was much
higher in the second group, whether as a result of this, or just
different students.
2) the way I explained and led the students through the conceptual
understanding was, I think, much clearer (at least it felt that way).
Although I moved well around the room, I was not actually reading
what the students were writing, and as a result I did not notice that
one group of four was actually functioning more as two pairs. Next
time I will take longer pauses and try to evaluate their understanding
and involvement as I do.

Name

The Hockey Sweater Discussion Questions

1. Is the narrator French or English? ____________________________________
2. How do you know this? ____________________________________________

3. Why would the author tell the story in English instead of French?
________________________________________________________________
________________________________________________________________
4. What happened to the boy when he wore the Maple Leafs jersey?
________________________________________________________________
________________________________________________________________
5. Should this have happened? Why or why not? __________________________
________________________________________________________________
6. The story ends with an ending that might have surprised you. What is the
message the author is sending in choosing to write it this way?
_ _______________________________________________________________
________________________________________________________________