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Janice Newkirk

Class Meetings Unit Plan

STAGE 1-DESIRED RESULTS


Unit Title: Personal Awareness & Social Responsibility

Rationale/Established Goals

Personal awareness and responsibility includes the skills, strategies, and dispositions that help students to
stay healthy and active, set goals, monitor progress, regulate emotions, respect their own rights and the rights
of others, manage stress, and persevere in difficult situations. Social responsibility, the ability to empathize
with others and appreciate their perspectives; and to create and maintain healthy relationships is also
very important for developing learners. This units aim is to encourage students to explore and
demonstrate personal awareness, responsibility, and self-respect while developing a sense of personal well-
being.

Big ideas:
Gr. 2 & 3 Physical and Health Education
Having good communication skills and managing our emotions enables us
to develop and maintain healthy relationships.
Understandings: Students will understand Essential Question(s): What drives the
that learning?
Making a small change can help me in Does a small change make a difference?
school How can I face my fears?
Friends can bully us too What can I do if I have a problem?
Facing our fears is important to our health How can I take care of an idea?
Our ideas are unique and we should give
them time to grow
Students will be able to: (competencies) Students will know: (content)

Physical and Health Education (Gr. 2 & 3) Physical and Health Education (Gr. 2 & 3)
Identify and describe avoidance or assertiveness Strategies and skills to use in potentially
strategies to use in unsafe and/or uncomfortable Hazardous, unsafe, or abusive situations
situations Nature and consequences of bullying
Develop and demonstrate respectful behaviour Managing and expressing emotions
when participating in activities with others Relationship between worries and fears
Describe and apply strategies for developing and
maintaining positive relationships English Language Arts (Gr. 2 & 3)
Identify and apply strategies that promote mental
Oral language strategies
well-being
Metacognitive strategies
Identify and describe feelings and worries, and Writing processes
strategies for dealing with them
Letter formations & Legible handwriting
English Language Arts (Gr. 2 & 3) Sentence structure
Use sources of information and prior knowledge
to make meaning
Exchange ideas and perspectives to build shared
understanding
Communicate using sentences and most
conventions of Canadian spelling, grammar, and
punctuation
Core Competencies:
Communication Thinking Personal and Social
Connect and engage with others (to Creative Positive Personal & Social Identity
share and develop ideas) Novelty and value Relationships and cultural contexts
Acquire, interpret, and present Generating ideas Personal values and choices
information (includes inquiries) Developing ideas Personal strengths and abilities
Collaborate to plan, carry out, and Critical Personal Awareness & Responsibility
review constructions and activities Analyze and critique Self-determination
Explain/recount and reflect on Question and investigate Self-regulation
experiences and accomplishments Develop and design Well-being
Social Responsibility
Contributing to community and caring
for the environment
Solving problems in peaceful ways
Valuing diversity
Building relationships

STAGE 2-ASSESSMENT EVIDENCE


Summative Assessment (of Learning): Formative Assessment (for Learning):

For unit: Each Monday students will chose their own For unit: Each Monday students will listen to a story
goal for the week. Students will write it on their goal read aloud in a circle. They will then respond to
question prompts by the teacher and take part in
sheets
group discussions. While in discussions students will:
Each Friday students revisit their goal for the week, listen carefully to the person speaking, look at the
reflect and report how successful they were on person speaking and wait their turn to speak.
reaching their goal Each Friday students revisit the book with the teacher,
verbally responding to questions and prompts by the
teacher.

STAGE 3-LEARNING PLAN


Learning intentions Learning activities
I can share a strategy that Lesson 1: I Just Want to do it my Way, setting goals [20min]
will help me stay on task Mon Apr 10th
Review what participation looks like in our class meetings:
I can write my goal for the Give students listening job
next two weeks Read book
Ask: What is one strategy that RJ uses to help with his learning?
Ask: What is one strategy that RJ uses to help with his learning?
Share: Asking for help shows that YOU are being responsible for
yourself.
Ask: What does it look like to ask for help?
Review: strategy in book
Ask: What does it mean to "get help." ?
[prompt: Getting help doesn't mean the other person "does it for you." It
means the person "shows you how to do it."]
Ask: Who could you ask for help?
Ask: When is it ok to ask for help from your teacher?
Ask students to think about their goals
Explain goals will be for 2 weeks
Hand out goal sheets and silent writing
Lesson 2: Revisiting & reflecting on our goals [20min] Fri Apr 21st
I can reflect on my progress Students sit in circle on the floor
Review book
Show students reflection sheet and explain reflecting expectations
In a circle, students get a sheet one by one
Quiet reflecting then next steps
Students then rub off goal and hand to teacher
I can discuss what to do if I Lesson 3: My Secret Bully, setting goals [20min] Mon Apr. 24th
am having trouble with a Students sit in circle on the floor
friend Read book
Ask students how Monica felt in the book? Why?
I can I can write my goal for Why is facing your fears important? How can it help you?
the week What can you do if your friend is mean to you?
What are some strategies to try?
Ask students to think about their goals
Hand out goal sheets and silent writing
Lesson 4: Revisiting & reflecting on our goals [20min] Fri Apr 28th
I can reflect on my progress Students sit in circle on the floor
Review book
Show students reflection sheet and explain reflecting expectations
In a circle, students get a sheet one by one
Quiet reflecting then next steps
Students then rub off goal and hand to teacher
I can give suggestions Lesson 5: What to do with a Problem [20min] Mon May 1st
about what I can do if I Students sit in circle on the floor
have a problem Read book
Ask students how they think the boy in the story felt at the
I can write my goal for the beginning?
week What did he do?
How did he feel at the end?
What is something you can try if you have a problem?
Ask students to think about their goals
Hand out goal sheets and silent writing
Lesson 6: Revisiting & reflecting on our goals [20min] Fri May 5th
I can reflect on my progress Students sit in circle on the floor
Review book
Show students reflection sheet and explain reflecting expectations
In a circle, students get a sheet one by one
Quiet reflecting then next steps
Students then rub off goal and hand to teacher
I can share my thoughts Lesson 7: What to do with an Idea [20min] Mon May 8th
about how to take care of Students sit in circle on the floor
an idea Read book
Ask students how the girls felt about her idea the beginning of the story
I can write my goal for the What happened to her idea?
week How did she take care of her idea?
What are some ways that you can take care of your ideas?
What are some ways that we can help our friends take care of their
ideas?
Ask students to think about their goals
Hand out goal sheets and silent writing

Resources and Material Needed


Lesson 1 I Just Want to do it my Way
Lesson 2 Pencils
Self reflection sheets

Lesson 3 My Secret Bully


Lesson 4 Pencils
Self reflection sheets
Lesson 5 What to do with a Problem
Lesson 6 Pencils
Self reflection sheets
Lesson 7 What to do with an Idea