Long Range Plan - Kristina o

Kristina Olafson Long-Range Plan January 7th, 2023
Grade:2/3 January February March April
School: Fleetwood
Bawden
Student Teacher:
Kristina Olafson
Science Unit 1: What is Hot and Cold? *Continue unit #1 until Feb 27th, *Continue unit #2* *Continue unit #2 until Apr 21st,
2023* 2023*
(Hot & Cold, Timeline: 5 weeks (25 days)
Magnetism)
(30 min 2 or 3 times a week)
Science GLOs: Unit 2: How do objects attract?
Skills Timeline: 6 weeks ( 35 days)

GLOs:
(30 min 2 or 3 times a week)
● Science Inquiry
● 2–9 Recognize the
effects of heating and
● 2–1 Investigate,
cooling and identify GLOs
with guidance, methods for heating
the nature of and cooling. ● 2–8 Describe the
things,
interaction of magnets
demonstrating
with other magnets and
an
SLOs: with common materials.
understanding
of the SLOs
procedures
1. Describe temperature 1. Identify where magnets
followed.
in relative terms, using are used in the
expressions, such as environment and why
● 2–2 Recognize
hotter than, colder they are used.
pattern and than.
order in objects 2. Distinguish materials that
1
and events 2. Measure temperature are attracted by a magnet

studied; and, in degrees Celsius (°C). from those that are not.
with guidance,
3. Describe how heating 3. Recognize that magnets
record
and cooling materials attract materials with
procedures and
can often change iron or steel in them; and
observations,
them; e.g., melting given a variety of metallic
using pictures
and freezing, cooking, and non-metallic objects,
and words; and
burning predict those that will be
make
attracted by a magnet
predictions and 4. Identify safe practices
generalizations, for handling hot and 4. Recognize that magnets
based on cold materials and for have polarity,
observations. avoiding potential demonstrate that poles
dangers from heat may either repel or
Attitudes
sources. attract each other, and
state a rule for when
● 2–4 5. Recognize that the
poles will repel or attract
Demonstrate human body
each other.
positive temperature is
attitudes for the relatively constant and 5. Design and produce a
study of science that a change in body device that uses a
and for the temperature often magnet.
application of signals a change in
6. Demonstrate that most
science in health.
materials are transparent
responsible
6. Identify ways in which to the effects of a
ways.
the temperature in magnet. A magnetic field
homes and buildings will pass through such
can be adjusted; e.g., materials, whereas other
by turning a materials interact with a
thermostat up or magnet.
down, by opening or
7. Compare and measure
closing windows, by
2
using a space heater the strength of magnets.

in a cold room.
7. Describe, in general
Unit Overview
terms, how local
buildings are heated: This unit will teach students
about what magnetism is, and
a. identify the
how it affects the world around
energy source
them. The students will come to
or fuel
know where we use magnets, and
b. recognize that how they themselves can use
most buildings them in their life.
are heated by
circulating hot
air or hot
water
c. describe how
heat is
circulated
through the
school
building and
through their
own homes.
8. Describe the role of

insulation in keeping
things hot or cold, and
identify places where
some form of
insulation is used; e.g.,
clothing, refrigerator,
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coolers, homes.
9. Identify materials that

insulate animals from
the cold; e.g., wool,
fur and feathers; and
identify materials that
are used by humans
for the same purpose.
10. Design and construct a

device to keep
something hot or cold.
11. Describe ways in

which temperature
changes affect us in
our daily lives
Unit Overview
This unit will have the

students looking into what
temperature is, how it affects
humans and animals, how to
read a thermostat, and how
certain items can alter
temperature. They will learn
how to operate in the world
around them with their new
knowledge on temperature.
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Social Studies Unit 1: What is a community? *Continue Unit 1 until Feb 24th* *Continue Unit 2* *Unit 2 will go until April 21st*
(Community, Meteghan, Timeline: 4 weeks (20 days)

Iqaluit)
(30 min 2 or 3 times a week) Unit 2: What is Meteghan
Timeline: 6 weeks (35)
GLOs (30 min 2 o 3 times a week)
GLOs
● 2.1 Students will
demonstrate an ● 2.1 Students will
understanding and
demonstrate an
appreciation of how
understanding and
geography, culture,
appreciation of how
language, heritage,
geography, culture,
economics and
language, heritage,
resources shape and
economics and resources
change Canada’s
shape and change
communities.
Canada’s communities.
demonstrate an
demonstrate an
understanding and
understanding and
appreciation of how a
appreciation of how a
community emerged,
community emerged, and
and of how the
of how the various
various interactions
interactions and
and cooperation
cooperation among
among peoples ensure
peoples ensure the
the continued growth
continued growth and
and vitality of their
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community. vitality of their

community.
SLOs
SLOs
Values and Attitudes
● 2.1.2 investigate the
● 2.1.1 appreciate the
physical geography of an
physical and human
Inuit, an Acadian, and a
geography of the
prairie community in
communities studied:
Canada by exploring and
reflecting the following
● appreciate
questions for inquiry:
how a
community’s o Where are the
physical Inuit, Acadian
geography and prairie
shapes communities
identity (I, located in
LPP) Canada? (LPP)
o How are the

● appreciate the
geographic
diversity and regions different
vastness of from where we
Canada’s land live? (LPP)
and peoples
(CC, LPP) o What are the
major
● value oral geographical
history and regions,
stories as landforms and
ways to learn bodies of water
about the land in each
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(LPP, TCC) community?

(LPP)
● acknowledge,
o What are the
explore and
main differences
respect
in climate among
historic sites
these
and
communities?
monuments
(LPP)
(CC, LPP, TCC)
o What geographic
● demonstrate factors
care and determined the
concern for establishment of
the each community
environment (e.g., soil, water
(C, ER, LPP) and climate)?
(LPP, TCC)
Unit Overview
o How does the
Students will learn about the physical
different kinds of communities geography of
that can surround us in our each community
life. They will analyze how shape its
they fit into this community identity? (CC, I)
and how it shapes who they
are. o What is daily life
like for children
in Inuit, Acadian
and prairie
communities
(e.g., recreation,
school)? (CC, I,
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LPP)
o How does the

vastness of
Canada affect
how we connect
to other
Canadian
communities? (C,
I, LPP)
Unit Overview:
We will look at Meteghan, and

how the identity of the Acadian
people shaped parts of Canada
and are still present to this day.
Students will be able to look into
their history and compare it with
modern society and groups.
PE Unit 1: Creative Tag games *Continue Unit 1 until Feb 10th, *Continue Unit 2 until Mar Unit 5: Soccer
2023* 17th, 2023*
(Snowshoes, Basketball, Timeline: 5 weeks (20 days) Timeline: 2 weeks (8 days)
Creative Games, Soccer)
(30 min a day Mon-Thur) (30 min a day Mon-Fri)
GLOs Unit 2: Creative Ball Games Unit 4: Basketball games
GLOs GLOs
Timeline: 3 weeks (12 days) Timeline: 2 weeks (8 days)
● A-acquire skills
● A- acquire skills ● A- acquire skills through a
through a (30 min a day Mon-Fri) (30 min a day Mon-Thur)
through a variety of variety of
variety of
developmentally GLOs GLOs developmentally
developmentall
appropriate appropriate movement
y appropriate
movement activities; ● A- acquire skills through a ● A- acquire skills activities; dance, games,
movement
dance, games, types variety of through a variety of types of gymnastics,
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activities; of gymnastics, developmentally developmentally individual activities and

dance, games, individual activities appropriate movement appropriate activities in an alternative
types of and activities in an activities; dance, games, movement activities; environment; e.g.,
gymnastics, alternative types of gymnastics, dance, games, types aquatics and outdoor
individual environment; e.g., individual activities and of gymnastics, pursuits.
activities and aquatics and outdoor activities in an alternative individual activities
activities in an pursuits. environment; e.g., and activities in an ● B-understand, experience,
alternative aquatics and outdoor alternative and appreciate the health
environment; ● B-understand, pursuits. environment; e.g., benefits that result from
e.g., aquatics experience, and aquatics and outdoor physical activity.
and outdoor appreciate the health ● C-interact positively with pursuits.
pursuits. benefits that result others. ● C-interact positively with
from physical activity. ● B-understand,
others.
● B-understand, ● D-assume responsibility experience, and
experience, and ● C-interact positively to lead an active way of appreciate the health ● D-assume responsibility to
appreciate the with others. life. benefits that result lead an active way of life.
health benefits from physical activity.
that result from SLOs SLOs
● D-assume
physical activity. ● C-interact positively
responsibility to lead ● Basic Skills—Locomotor
with others. ● Basic Skills—Locomotor
an active way of life.
● C-interact
o A2–1 select and o A2–1 select and
positively with SLOs ● D-assume
perform perform
others. locomotor skills responsibility to lead
● Basic Skills— locomotor skills
involved in an active way of life. involved in a
● D-assume Locomotor
SLOs variety of
responsibility to o A2–1 select ● Basic Skills— activities
lead an active and perform Nonlocomotor ● Basic Skills—
way of life. locomotor ● Application of Basic Skills
o A2–3 select and Locomotor
skills involved in Games
in a variety of perform o A2–1 select
activities nonlocomotor and perform o A2–10 create and
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skills involved in a locomotor play body and

● Application of Basic
variety of skills involved space awareness
Skills in Games activities in games
o A2–10 create o A2–11 apply basic
and play body ● Basic Skills— ● Basic Skills—
rules and fair play
and space Manipulative: receiving, Manipulative:
while playing and
awareness retaining, sending. receiving, retaining,
learning the
games sending.
o A2–5 select and strategies of lead-
o A2–11 apply perform ways to o A2–5 select up games
basic rules receive, retain and perform
and fair play and send an ways to ● Functional Fitness
while playing object, using a receive, retain
o B2–1 recognize
and learning variety of body and send an
parts and object, using a that “energy” is
the strategies
implements, variety of required for
of lead-up
individually and body parts muscle movement
games
with others and o B2–8 understand
● Functional Fitness implements, the connections
● Application of Basic Skills individually between physical
o B2–1 in Games and with activity and
recognize that others emotional well-
“energy” is o A2–10 create and
being; e.g., feels
required for play body and ● Application of Basic good
muscle space awareness
Skills in Games
movement games
● Fair Play
o A2–11 apply
o B2–8 o A2–11 apply
basic rules o C2–3 identify and
understand basic rules and
and fair play demonstrate
the fair play while
while playing etiquette and fair
connections playing and
and learning play
between learning the
the strategies
physical strategies of
10
activity and lead-up games of lead-up o C2–5 display a

emotional games willingness to play
well-being; ● Application of Basic Skills cooperatively with
e.g., feels in Individual Activities ● Application of Basic others of various
good Skills in Individual abilities, in large
o A2–13 select and or small groups
Activities
● Fair Play perform basic
skills of running, o A2–13 select ● Effort
o C2–3 identify jumping, and perform
and throwing in a basic skills of o D2–1 express a
demonstrate variety of running, willingness to
etiquette and environments jumping, participate
fair play and using various throwing in a regularly in
equipment variety of physical education
o C2–5 display a
environments class
willingness to ● Communication and using
play various o D2–3
cooperatively o C2–1 identify and equipment demonstrate the
with others of demonstrate ability to listen to
various respectful ● Functional Fitness directions, follow
abilities, in communication rules and
large or small skills appropriate o B2–2 describe routines, and stay
groups to context ways to on-task while
improve participating in
● Effort ● Fair Play personal physical activity
growth in
o D2–1 express o C2–3 identify and Unit Overview
physical
a willingness demonstrate abilities For the final wrap up of my time in
to participate etiquette and fair their class, we will be doing a
regularly in play ● Body Image soccer unit for 2 weeks. The
physical students will learn the basics of
education ● Leadership o B2–4 identify how to properly run with the ball,
class
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o D2–3 o C2–4 accept personal passing, and shooting techniques.

demonstrate responsibility for physical Once they have learned these
the ability to assigned roles attributes that they will then begin playing games
listen to while contribute to that incorporate these skills.
directions, participating in physical
follow rules physical activity activity
and routines, .
and stay on- ● Teamwork ● Communication
task while
participating o C2–5 display a o C2–1 identify
in physical willingness to and
activity play demonstrate
cooperatively respectful
Unit Overview: with others of communicatio
This unit will have the various abilities, n skills
students playing a variety of in large or small appropriate to
tag games. This will let them groups context
work on communication, rule
● Safety ● Fair Play
following, and listening skills.
By playing a variety of types it
o D2–3 o C2–3 identify
will allow them to learn to
demonstrate the and
adapt as things change
ability to listen to demonstrate
throughout the timeline of
directions, follow etiquette and
classes.
rules and fair play
routines, and stay
on-task while ● Leadership
participating in
physical activity o C2–4 accept
responsibility
o D2–5 for assigned
demonstrate roles while
moving safely
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and sensitively in participating

various in physical
environments; activity
Unit Overview:
● Teamwork
In this unit students will have the
opportunity to play games using a o C2–5 display a
variety of different balls, and willingness to
working together in groups of play
two or more. Some of the games cooperatively
we shall be playing is dodge ball, with others of
octopus ball, and continuity ball. various
Each game will incorporate a ball abilities, in
but focus on different skills large or small
needed to be able to succeed. groups
● Effort
Unit 3: Snowshoes
o D2–1 express
a willingness
to participate
regularly in
Timeline: 1 week (4 days) physical
education
(30 min a day Mon-Thur) class
● Safety
*Will do this for 1 week from Feb
27th to Mar 3rd, and then return o D2–3
to creative ball games* demonstrate
the ability to
listen to
13
GLOs directions,
follow rules
● A-acquire skills through a and routines,
variety of and stay on-
developmentally task while
appropriate movement participating
activities; dance, games, in physical
types of gymnastics, activity
individual activities and
activities in an alternative
environment; e.g.,
aquatics and outdoor
Unit Overview:
pursuits.
Students, over a 3-week
● B-understand, period, will learn the basics of
experience, and basketball, from how to catch,
appreciate the health pass, and how to dribble.
benefits that result from Once they have achieved the
physical activity. basics students then will begin
playing games that require
● D-assume responsibility them to use the skills they
to lead an active way of have learned about basketball.
life.
SLOs
● Basic Skills—Locomotor
o A2–1 select and

perform
locomotor skills
involved in a
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variety of
activities
● Basic Skills—
Nonlocomotor
o A2–3 select and

perform
nonlocomotor
skills involved in a
variety of
activities
● Functional Fitness
o B2–1 recognize
that “energy” is
required for
muscle
movement
● Effort
o D2–1 express a
willingness to
participate
regularly in
physical
education class
o D2–3
demonstrate the
ability to listen to
15
directions, follow
rules and
routines, and stay
on-task while
participating in
physical activity
o D2–4
demonstrate and
participate in safe
warm-up and
cool down
activities
o D2–5
demonstrate
moving safely
and sensitively in
various
environments;
e.g., modified
games
Unit Overview:
Starting Feb 26th, the students

will have access to snowshoes
that the school are providing.
They will learn the history of the
snowshoes, what they are used
for, and then the students will be
able to try using them. If there is
snow on the ground once they
16
arrive they will likely use them

outside to get the full experience.
Art GLOs: Unit 1: Pudgy Bear Unit 4: Paper Snakes Unit 8: Easter Art
GLOs: ● REFLECTION • Timeline: 1 Day Timeline: 1 Day Timeline: 1 Day

responses to visual
REFLECTION • SLOs SLOs SLOs
forms in nature,
responses to visual
designed objects and ● Students will notice ● Students will create ● Students will notice
forms in nature,
artworks. commonalities within emphasis based on commonalities within
designed objects and
classes of natural objects personal choices. classes of natural objects
artworks. DEPICTION • ● DEPICTION •
or forms. or forms.
development of imagery development of ● Students will add
based on observations imagery based on ● Students will learn the finishing touches. ● Students will learn the
of the visual world. observations of the shapes of things as well shapes of things as well as
COMPOSITION • visual world. ● Students will decorate
as develop decorative develop decorative styles
organization of images items personally
styles
● COMPOSITION • created. ● Students will add finishing
and their qualities in the
organization of images ● Students will create touches.
creation of unified Unit 5: Get Well Art
and their qualities in emphasis based on
statements. ● Students will decorate
the creation of unified personal choices. Timeline: 1 Day
EXPRESSION • use of art items personally created.
statements.
materials as a vehicle or ● Students will add SLOs
medium for saying ● EXPRESSION • use of finishing touches.
something in a art materials as a ● Students will assess
meaningful way. vehicle or medium for ● Students will decorate the use or function of
saying something in a items personally created. objects.
meaningful way. Unit 2: Valentine’s Day Bag ● Students will create
emphasis based on
Timeline: 1 Day
personal choices.
SLOs: SLOs
● Students will add
● Students will notice ● Students will assess the
17
commonalities within use or function of finishing touches.

classes of natural objects.
● Students will decorate
objects or forms.
● Students will create items personally
● Students will assess emphasis based on created.
the use or function of personal choices.
● Students will express a
objects.
● Students will add feeling or a message
● Students will assess finishing touches.
Unit 6: St Patricks Day Art
the use or function of
objects. Timeline: 1 Day
items personally created.
● Students will learn the SLOs
Unit 3: Colourful Hearts
shapes of things as
well as develop ● Students will assess
Timeline: 1 Day
decorative styles the use or function of
SLOs objects.
● Students will increase
the range of actions ● Students will learn the ● Students will learn the
and viewpoints shapes of things as well shapes of things as
depicted as develop decorative well as develop
styles decorative styles
● students will
represent surface ● Students will create ● Students will create
qualities of objects emphasis based on emphasis based on
and forms. personal choices. personal choices.
● Students will create ● Students will add ● Students will add

emphasis based on finishing touches. finishing touches.
personal choices.
● Students will create Unit 7: Spring Art

unity through density
and rhythm Timeline: 1 Day
18
● Students will add SLOs

finishing touches.
● Students will notice
● Students will record commonalities within
or document classes of natural
activities, people and objects or forms.
discoveries.
● Students will learn the
● Students will illustrate shapes of things as
or tell a story. well as develop
decorative styles
items personally ● Students will add
created. finishing touches.
● Students will express a ● Students will decorate

feeling or a message items personally
created.
● Students will create an
original composition,
object or space based
on supplied
motivation.
● Students will develop

themes, with an
emphasis on personal
concerns
● Students will use

media and techniques,
with an emphasis on
exploration and direct
methods in drawing,
painting, printmaking,
19
sculpture, fabric arts,

photography and
technographic arts.
Language Arts GLOs: S.A.D Unit 1: Week 21: Be My *Continue Unit 2 until March S.A.D Unit 7: Week 27: Lost in the
Valentine! 3rd* woods
(Writing, Sentence A
● 1.Students will listen,
Day) Timeline: 1 week Timeline: 1 week
speak, read, write,
GLOs: view and represent to GLOs: Writing Unit 1: Opinion GLOs:
explore thoughts, Writing
● 1.Students will ideas, feelings and ● 1.Students will listen, ● 1.Students will listen,
Timeline: 1 week
listen, speak, experiences. speak, read, write, view speak, read, write, view
read, write, and represent to explore GLOs: and represent to explore
view and ● 2.Students will listen, thoughts, ideas, feelings thoughts, ideas, feelings
represent to speak, read, write, and experiences. ● 1.Students will listen, and experiences.
explore view and represent to speak, read, write,
thoughts, ideas, comprehend and ● 3.Students will listen, view and represent to ● 3.Students will listen,
feelings and respond personally speak, read, write, view explore thoughts, speak, read, write, view
experiences. and critically to oral, and represent to manage ideas, feelings and and represent to manage
print and other media ideas and information. experiences. ideas and information.
● 2.Students will texts.
listen, speak, ● 4.Students will listen, ● 2.Students will listen, ● 4.Students will listen,
read, write, ● 3.Students will listen, speak, read, write, view speak, read, write, speak, read, write, view
view and speak, read, write, and represent to enhance view and represent to and represent to enhance
represent to view and represent to the clarity and artistry of comprehend and the clarity and artistry of
comprehend manage ideas and communication. respond personally communication.
and respond information. and critically to oral,
personally and SLOs: print and other media SLOs:
critically to oral, ● 4.Students will listen, S.A.D Unit 2: Week 22: Calendar! texts. 1.1 Discover and Explore
print and other speak, read, write,
media texts. Timeline: 1 week ● 3.Students will listen, ● express or
view and represent to
represent ideas
20
enhance the clarity GLOs: speak, read, write, and feelings

● 3.Students will
and artistry of view and represent to resulting from
listen, speak, communication. ● 1.Students will listen, manage ideas and activities or
read, write, information. experiences with
speak, read, write, view
view and ● 5.Students will listen, oral, print and
and represent to explore
represent to ● 4.Students will listen, other media texts
speak, read, write, thoughts, ideas, feelings
manage ideas
view and represent to and experiences. speak, read, write,
and ● Set goals
respect, support and view and represent to
information.
collaborate with ● 3.Students will listen, enhance the clarity
○ recognize
others. speak, read, write, view and artistry of
● 4.Students will and talk
and represent to manage communication.
listen, speak, SLOs: about
ideas and information. SLOs:
read, write, developin
1.1 Discover and Explore
view and g abilities
● 4.Students will listen, 1.1 Discover and Explore
represent to as
● Express ideas and speak, read, write, view
enhance the readers,
develop and represent to enhance ● Express ideas and
clarity and writers
artistry of understanding the clarity and artistry of develop and
communication. communication. understanding illustrator
o contribute
relevant ideas SLOs: o contribute s
● 5.Students will and relevant ideas
1.1 Discover and Explore 1.2 Clarify and Extend
listen, speak, information and
read, write, from personal ● express or information ● Consider the ideas of
view and experiences to represent ideas from personal others
represent to group and feelings experiences to
○ connect own
respect, support language resulting from group
ideas and
and collaborate activities activities or language
experiences with
with others. experiences with activities
o talk about those shared by
oral, print and others
how new GLOs:
other media texts
ideas and
● use pictionaries and
information
personal word books to
21
have changed confirm the spellings or

● Set goals ● Express preferences
previous locate the meanings of
understanding ○ o explain why unfamiliar words in oral,
recognize particular oral, print and other media text
o express or
represent and talk print or other ● Revise and edit
ideas and about media texts
developin are personal ○ revise words and
feelings
g abilities favourites sentences to
resulting from
as improve sequence
activities or
readers, ● Set goals or add missing
experiences
writers information
with oral,
and o recognize and
print and ○ check for capital
illustrator talk about
other media letters,
s developing
texts punctuation at
abilities as
1.2 Clarify and Extend the end of
readers,
● Experiment with sentences and
● Consider the ideas of writers and
language and forms errors in spelling
others illustrators
o use a variety ● Enhance legibility
○ connect own Set goals
of forms of
ideas and ○ print legibly and
oral, print and 1.2 Clarify and Extend
experiences with efficiently,
other media
those shared by ● Consider the ideas of forming letters of
texts to
others others consistent size
organize and
and shape, and
give meaning ● use pictionaries and ○ connect own
spacing words
to personal word books to ideas and
appropriately
experiences, confirm the spellings or experiences
ideas and locate the meanings of with those ○ use margins and
information unfamiliar words in oral, shared by spacing
print and other media others appropriately
● Express preferences text
22
o explain why ● Revise and edit 4.2 Attend to Conventions

particular oral,
○ revise words and 2.3 Understand Forms, ● Attend to grammar and
print or other
sentences to Elements and Techniques usage
media texts
improve
are personal ● Understand forms and ○ write complete
sequence or add
favourites genres sentences, using
missing
capital letters and
information ○ recognize
● Set goals periods
that ideas and
○ check for capital
o recognize and information ○ use connecting
letters,
talk about can be words to join
punctuation at
developing expressed in a related ideas in a
the end of
abilities as variety of oral, sentence x
sentences and
readers, print and identify nouns
errors in spelling
writers and other media and verbs, and
illustrators ● Enhance legibility texts use in own writing
○ print legibly and 2.4 Create Original Text ○ identify adjectives

efficiently, and adverbs that
1.2 Clarify and Extend ● Generate ideas
forming letters of add interest and
● Consider the ideas of consistent size ○ use own and detail to stories
others and shape, and respond to
● Attend to spelling
spacing words others’ ideas
○ connect own appropriately to create oral, ○ use phonic
ideas and print and knowledge and
experiences ○ use margins and
other media skills and visual
with those spacing
texts memory to spell
shared by appropriately
words of more
others ● Elaborate on the
4.2 Attend to Conventions than one syllable,
expression of ideas
● Combine ideas high frequency
● Attend to grammar and
○ add irregular words
○ record ideas usage
descriptive and regular
and
23
information in ○ write complete words to plurals in own

ways that sentences, using elaborate on writing
make sense capital letters and ideas and
○ use phonic
periods create
● Extend understanding knowledge and
particular
○ use connecting skills and visual
○ find more effects in oral,
words to join memory to
information print and
related ideas in a attempt spelling
about new other media
sentence x of unfamiliar
ideas and texts
identify nouns words in own
topics
and verbs, and ● Revise and edit writing
use in own
○ revise words ○ use the
writing
2.1 Use Strategies and Cues and sentences conventional
○ identify to improve spelling of
● Use prior knowledge adjectives and sequence or common words
○ use adverbs that add add missing necessary for the
knowledge of interest and information efficient
how oral and detail to stories communication of
○ check for
written ideas in writing
● Attend to spelling capital letters,
language is punctuation at ● Attend to capitalization
used in a ○ use phonic
the end of and punctuation
variety of knowledge and
sentences and
contexts to skills and visual ○ use capital letters
errors in
construct and memory to spell for proper nouns
spelling
confirm words of more and at the
meaning than one syllable, ● Enhance legibility beginning of
high frequency sentences in own
○ connect ○ print legibly
irregular words writing
personal and
and regular
experiences efficiently, ○ use periods and
plurals in own
and forming question marks,
writing
knowledge of letters of appropriately, as
24
words, ○ use phonic consistent size end punctuation

sentences and knowledge and and shape, in own writing
story patterns skills and visual and spacing
○ use commas after
from previous memory to words
greetings and
reading attempt spelling appropriately
closures in
experiences to of unfamiliar
○ use margins friendly letters
construct and words in own
and spacing and to separate
confirm writing
appropriately words in a series
meaning
○ use the in own writing
4.2 Attend to Conventions
○ use conventional
○ identify commas
knowledge of spelling of ● Attend to grammar
and apostrophes
the common words and usage
when reading,
organizational necessary for the
○ write and use them to
structures of efficient
complete assist
print and communication
sentences, comprehension
stories, such of ideas in writing
as book using capital
● Attend to capitalization letters and
covers, titles,
and punctuation periods S.A.D Unit 8: Week 29:Weekend
pictures and
typical Plans
○ use capital ○ use
beginnings, to letters for proper connecting Timeline: 1 week
construct and nouns and at the words to join
confirm beginning of GLOs:
related ideas
meaning sentences in own in a sentence
writing x identify
● Use comprehension
nouns and speak, read, write, view
strategies ○ use periods and
verbs, and use and represent to explore
question marks, thoughts, ideas, feelings
○ use in own writing
appropriately, as and experiences.
knowledge of
end punctuation ○ identify
oral language
in own writing adjectives and ● 3.Students will listen,
to predict
25
words when ○ use commas after adverbs that speak, read, write, view
reading greetings and add interest and represent to manage
stories and closures in and detail to ideas and information.
poems friendly letters stories
and to separate ● 4.Students will listen,
○ apply a variety ● Attend to spelling
words in a series speak, read, write, view
of strategies,
in own writing ○ use phonic and represent to enhance
such as asking
knowledge the clarity and artistry of
questions, ○ identify commas
and skills and communication.
making and apostrophes
visual memory
predictions, when reading, SLOs:
to spell words
recognizing and use them to
of more than 1.1 Discover and Explore
relationships assist
one syllable,
among story comprehension ● express or
high
elements and represent ideas
frequency
drawing and feelings
irregular
conclusions resulting from
words and
○ identify the regular plurals activities or
main idea or in own writing experiences with
topic and oral, print and
○ use phonic other media texts
supporting
knowledge
details of
and skills and ● Set goals
simple
visual memory
narrative and
to attempt ○ recognize
expository
spelling of and talk
texts
unfamiliar about
○ identify by words in own developin
sight an writing g abilities
increasing as
○ use the
number of readers,
conventional
high writers
spelling of
26
frequency common and

words and words illustrator
familiar words necessary for s
from favourite the efficient
1.2 Clarify and Extend
books communicatio
n of ideas in ● Consider the ideas of
○ read aloud
writing others
with fluency,
accuracy and ● Attend to ○ connect own
expression capitalization and ideas and
punctuation experiences with
○ figure out,
those shared by
predict and ○ use capital
others
monitor the letters for
meaning of proper nouns ● use pictionaries and
unfamiliar and at the personal word books to
words to beginning of confirm the spellings or
make sense of sentences in locate the meanings of
reading, using own writing unfamiliar words in oral,
cues such as print and other media text
○ use periods
pictures,
and question ● Revise and edit
context,
marks,
phonics, ○ revise words and
appropriately,
grammatical sentences to
as end
awareness improve sequence
punctuation in
and or add missing
own writing
background information
knowledge ○ use commas
after greetings ○ check for capital
● Use textual cues letters,
and closures
○ preview book in friendly punctuation at
covers and letters and to the end of
titles; look for separate sentences and
27
familiar words in a errors in spelling

words, series in own
● Enhance legibility
phrases and writing
story patterns ○ print legibly and
○ identify
to assist with efficiently,
commas and
constructing forming letters of
apostrophes
and consistent size
when reading,
confirming and shape, and
and use them
meaning spacing words
to assist
appropriately
○ use comprehensio
predictable n ○ use margins and
phrases and spacing
●
sentence appropriately
patterns, and
attend to 4.2 Attend to Conventions
capital letters, ● Attend to grammar and
periods, S.A.D Unit 3:Week 23: A Busy usage
question Week!
marks and ○ write complete
exclamation Timeline: 1 week sentences, using
marks to read capital letters and
GLOs:
accurately, periods
fluently and ● 1.Students will listen, ○ use connecting
with words to join
speak, read, write,
comprehensio related ideas in a
n during oral sentence x
explore thoughts,
and silent identify nouns
ideas, feelings and
reading and verbs, and
experiences.
● Use phonics and use in own writing
structural analysis ● 3.Students will listen,
○ identify adjectives
speak, read, write,
28
○ apply phonic view and represent to and adverbs that

rules and manage ideas and add interest and
generalization information. detail to stories
s to read
unfamiliar ● 4.Students will listen,
words in speak, read, write, ○ use phonic
context view and represent to knowledge and
enhance the clarity skills and visual
○ apply
and artistry of memory to spell
knowledge of
communication. words of more
long and short
than one syllable,
vowel sounds SLOs: high frequency
to read
1.1 Discover and Explore irregular words
unfamiliar
and regular
words in ● express or plurals in own
context represent writing
○ use ideas and
feelings ○ use phonic
knowledge of
resulting from knowledge and
word parts,
activities or skills and visual
contractions
experiences memory to
and
with oral, attempt spelling
compound
print and of unfamiliar
words to read
other media words in own
unfamiliar
texts writing
words in
context ○ use the
● Set goals
conventional
○ associate
spelling of
sounds with ○
common words
some vowel recog
necessary for the
combinations, nize
efficient
consonant and
communication of
29
blends and talk ideas in writing

digraphs, and about
● Attend to capitalization
letter clusters devel
and punctuation
to read oping
unfamiliar abiliti ○ use capital letters
words in es as for proper nouns
context reader and at the
s, beginning of
● Use references
writer sentences in own
○ put words in s and writing
alphabetical illustr
ators ○ use periods and
order by first
question marks,
letter
1.2 Clarify and Extend appropriately, as
○ use end punctuation
● Consider the ideas of
pictionaries in own writing
others
and personal
○ use commas after
word books to ○ connect own
greetings and
confirm the ideas and
closures in
spellings or experiences
friendly letters
locate the with those
and to separate
meanings of shared by
words in a series
unfamiliar others
in own writing
words in oral,
print and ○ identify commas
personal word books
other media and apostrophes
to confirm the
text when reading,
spellings or locate the
and use them to
meanings of
assist
unfamiliar words in
2.2 Respond to Texts comprehension
oral, print and other
● Experience various media text *Have not been given a second
30
texts ● Revise and edit unit of writing to teach yet*
○ engage in a ○ revise words

variety of and sentences
shared and to improve
independent sequence or
listening, add missing
reading and information
viewing
○ check for
experiences,
capital letters,
using oral,
punctuation at
print and
the end of
other media
sentences and
texts from a
errors in
variety of
spelling
cultural
traditions and ● Enhance legibility
genres, such
as legends, ○ print legibly
video and
programs, efficiently,
puppet plays, forming
songs, riddles letters of
and consistent size
informational and shape,
texts and spacing
words
○ identify appropriately
favourite
kinds of oral, ○ use margins
print and and spacing
other media appropriately
texts
31
○ model own 4.2 Attend to Conventions

oral, print and
● Attend to grammar
other media
and usage
texts on
familiar forms ○ write
complete
○ respond to
sentences,
mood
using capital
established in
letters and
a variety of
periods
oral, print and
other media ○ use
texts connecting
words to join
● Construct meaning
related ideas
from texts
in a sentence
○ connect x identify
situations nouns and
portrayed in verbs, and use
oral, print and in own writing
other media
○ identify
texts to
adjectives and
personal and
adverbs that
classroom
add interest
experiences
and detail to
○ retell the stories
events
portrayed in
oral, print and ○ use phonic
other media knowledge
texts in and skills and
sequence
32
○ suggest visual memory

alternative to spell words
endings for of more than
oral, print and one syllable,
other media high
texts frequency
irregular
○ discuss,
words and
represent or
regular plurals
write about
in own writing
interesting or
important ○ use phonic
aspects of knowledge
oral, print and and skills and
other media visual memory
texts to attempt
spelling of
○ express
unfamiliar
thoughts or
words in own
feelings
writing
related to the
events and ○ use the
characters in conventional
oral, print and spelling of
other media common
texts words
necessary for
● Appreciate the artistry
the efficient
of texts
communicatio
○ identify and n of ideas in
use words and writing
sentences that
● Attend to
have
33
particular capitalization and

emotional punctuation
effects
○ use capital
○ identify words letters for
in oral, print proper nouns
and other and at the
media texts beginning of
that create sentences in
clear pictures own writing
or impressions
○ use periods
of sounds and
and question
sight
marks,
appropriately,
as end
punctuation in
2.3 Understand Forms, own writing
Elements and Techniques
○ use commas
● Understand forms and after greetings
genres and closures
in friendly
○ recognize letters and to
that ideas and separate
information words in a
can be series in own
expressed in a writing
variety of oral,
print and ○ identify
other media commas and
texts apostrophes
when reading,
○ identify and and use them
34
explain the to assist

use of various comprehensio
communicatio n
n technologies
● Understand
S.A.D Unit 4: Week 25:
techniques and
Leprechauns!
elements
Timeline: 1 week
○ identify main
characters, GLOs:
places and
events in a ● 1.Students will listen,
variety of oral, speak, read, write,
print and view and represent to
other media explore thoughts,
texts ideas, feelings and
○ identify how experiences.
pictures,
illustrations ● 3.Students will listen,
and special speak, read, write,
fonts relate to view and represent to
and enhance manage ideas and
print and information.
other media
texts ● 4.Students will listen,
speak, read, write,
● Experiment with
language
enhance the clarity
○ demonstrate and artistry of
interest in the communication.
sounds of
35
words and SLOs:

word
combinations
in pattern ● express or
books, poems, represent
songs, and ideas and
oral and visual feelings
presentation resulting from
activities or
experiences
2.4 Create Original Text with oral,
print and
● Generate ideas
other media
○ use own and texts
respond to
others’ ideas ● Set goals
to create oral,
print and ○
other media recog
texts nize
and
● Elaborate on the talk
expression of ideas about
devel
○ add
oping
descriptive
abiliti
words to
es as
elaborate on
reader
ideas and
s,
create
writer
particular
s and
effects in oral,
illustr
36
print and ators

other media
texts
● Structure texts
others
○ create
○ connect own
narratives that
ideas and
have
experiences
beginnings,
with those
middles and
shared by
ends; settings;
others
and main
characters ● use pictionaries and
that perform personal word books
actions to confirm the
○ use traditional
meanings of
story
unfamiliar words in
beginnings,
oral, print and other
patterns and
media text
stock
characters in ● Revise and edit
own oral,
print and ○ revise words
other media and sentences
texts to improve
sequence or
add missing
information
3.1 Plan and Focus
○ check for
● Focus attention
capital letters,
○ relate punctuation at
37
personal the end of

knowledge to sentences and
ideas and errors in
information in spelling
oral, print and
other media
texts ○ print legibly
and
○ ask questions
efficiently,
to determine
forming
the main idea
letters of
of oral, print
consistent size
and other
and shape,
media texts
and spacing
● Determine words
information needs appropriately
○ ask questions ○ use margins

to focus on and spacing
particular appropriately
aspects of
topics for own
investigations ● Attend to grammar
and usage
● Plan to gather
information ○ write
complete
○ recall and
sentences,
follow
using capital
directions for
letters and
accessing and
periods
gathering
ideas and ○ use
38
information connecting
words to join
related ideas
3.2 Select and Process in a sentence
x identify
● Use a variety of nouns and
sources verbs, and use
○ find in own writing
information ○ identify
on a topic, adjectives and
using a variety adverbs that
of sources, add interest
such as simple and detail to
chapter stories
books,
multimedia ● Attend to spelling
resources,
○ use phonic
computers
knowledge
and elders in
and skills and
the
visual memory
community
to spell words
● Access information of more than
one syllable,
○ use text high
features, such frequency
as table of irregular
contents, key words and
words, regular plurals
captions and in own writing
hot links, to
access ○ use phonic
knowledge
39
information and skills and

visual memory
○ use given
to attempt
categories and
spelling of
specific
unfamiliar
questions to
words in own
find
writing
information in
oral, print and ○ use the
other media conventional
texts spelling of
common
○ use the library
words
organizational
necessary for
system to
the efficient
locate
communicatio
information
n of ideas in
● Evaluate sources writing
○ recognize ● Attend to
when capitalization and
information punctuation
answers the
○ use capital
questions
letters for
asked
proper nouns
and at the
beginning of
3.3 Organize, Record and sentences in
Evaluate own writing
● Organize information ○ use periods
○ categorize and question
marks,
40
related ideas appropriately,

and as end
information, punctuation in
using a variety own writing
of strategies,
○ use commas
such as finding
after greetings
significant
and closures
details and
in friendly
sequencing
letters and to
events in
separate
logical order
words in a
○ produce oral, series in own
print and writing
other media
○ identify
texts with
commas and
introductions,
apostrophes
middles and
when reading,
conclusions
and use them
● Record information to assist
comprehensio
○ record key
n
facts and
ideas in own
words;
S.A.D Unit 5: Week 24:
identify titles
Penguins and Seagulls!
and authors of
sources Timeline: 1 week
● Evaluate information GLOs:
○ examine
gathered
41
information to speak, read, write,

decide what view and represent to
information to explore thoughts,
share or omit ideas, feelings and
experiences.
3.4 Share and Review ● 3.Students will listen,

speak, read, write,
● Share ideas and
information
manage ideas and
○ share, with information.
familiar
audiences, ● 4.Students will listen,
ideas and speak, read, write,
information view and represent to
on topics enhance the clarity
and artistry of
○ clarify
communication.
information
by responding SLOs:
to questions
● Review research
process ● express or
represent
○ answer ideas and
questions, feelings
such as “What resulting from
did I do that activities or
worked well?” experiences
to reflect on with oral,
research print and
experiences other media
42
texts
4.1 Enhance and Improve

● Set goals
● Appraise own and
others’ work ○
recog
○ identify nize
features that and
make own or talk
peers’ oral, about
print or other devel
media texts oping
interesting or abiliti
appealing es as
reader
● Revise and edit
s,
○ revise words writer
and sentences s and
to improve illustr
sequence or ators
add missing
information
○ check for
others
capital letters,
punctuation at ○ connect own
the end of ideas and
sentences and experiences
errors in with those
spelling shared by
others
43
○ print legibly personal word books

and efficiently, to confirm the
forming spellings or locate the
letters of meanings of
consistent size unfamiliar words in
and shape, oral, print and other
and spacing media text
words
● Revise and edit
appropriately
○ revise words
○ use margins
and sentences
and spacing
to improve
appropriately
sequence or
○ explore and add missing
use the information
keyboard to
○ check for
compose and
capital letters,
revise text
punctuation at
● Expand knowledge of the end of
language sentences and
errors in
○ develop
spelling
categories of
words ● Enhance legibility
associated
○ print legibly
with
and
experiences
efficiently,
and topics of
forming
interest
letters of
○ use consistent size
knowledge of and shape,
44
word patterns, and spacing

word words
combinations appropriately
and parts of
○ use margins
words to learn
and spacing
new words
appropriately
● Enhance artistry
○ choose
● Attend to grammar
words,
and usage
language
patterns, ○ write
illustrations or complete
sounds to sentences,
create a using capital
variety of letters and
effects in oral, periods
print and
other media ○ use
text connecting
words to join
related ideas
in a sentence
x identify
● Attend to grammar nouns and
and usage verbs, and use
in own writing
○ write
complete ○ identify
sentences, adjectives and
using capital adverbs that
letters and add interest
45
periods and detail to

stories
○ use
connecting ● Attend to spelling
words to join
○ use phonic
related ideas
knowledge
in a sentence
and skills and
x identify
visual memory
nouns and
to spell words
verbs, and use
of more than
in own writing
one syllable,
○ identify high
adjectives and frequency
adverbs that irregular
add interest words and
and detail to regular plurals
stories in own writing
● Attend to spelling ○ use phonic

knowledge
○ use phonic
and skills and
knowledge
visual memory
and skills and
to attempt
visual memory
spelling of
to spell words
unfamiliar
of more than
words in own
one syllable,
writing
high
frequency ○ use the
irregular conventional
words and spelling of
regular plurals common
in own writing words
46
○ use phonic necessary for

knowledge the efficient
and skills and communicatio
visual memory n of ideas in
to attempt writing
spelling of
● Attend to
unfamiliar
capitalization and
words in own
punctuation
writing
○ use capital
○ use the
letters for
conventional
proper nouns
spelling of
and at the
common
beginning of
words
sentences in
necessary for
own writing
the efficient
communicatio ○ use periods
n of ideas in and question
writing marks,
appropriately,
● Attend to
as end
capitalization and
punctuation in
punctuation
own writing
○ use capital
○ use commas
letters for
after greetings
proper nouns
and closures
and at the
in friendly
beginning of
letters and to
sentences in
separate
own writing
words in a
○ use periods series in own
47
and question writing

marks,
○ identify
appropriately,
commas and
as end
apostrophes
punctuation in
when reading,
own writing
and use them
○ use commas to assist
after greetings comprehensio
and closures n
in friendly
letters and to
separate S.A.D Unit 6: Week 26:
words in a Birthday Party!
series in own
writing Timeline: 1 week
○ identify GLOs:
commas and
apostrophes
when reading, speak, read, write,
and use them view and represent to
to assist explore thoughts,
comprehensio ideas, feelings and
n experiences.

4.3 Present and Share speak, read, write,
● Present information manage ideas and
○ present ideas information.
and
48
information
by combining
illustrations speak, read, write,
and written view and represent to
texts enhance the clarity
and artistry of
● Enhance presentation communication.
○ clarify ideas SLOs:
and
information 1.1 Discover and Explore
presented in ● express or
own oral, represent
print and ideas and
other media feelings
texts, by resulting from
responding to activities or
questions and experiences
comments with oral,
● Use effective oral and print and
visual communication other media
texts
○ speak in a
clear voice, ● Set goals
with
appropriate ○
volume, at an recog
understandabl nize
e pace and and
with talk
expression about
devel
● Demonstrate attentive oping
49
listening and viewing abiliti

es as
○ ask relevant
reader
questions to
s,
clarify
writer
understanding
s and
and to have
illustr
information
ators
explained
○ show
enjoyment ● Consider the ideas of
and others
appreciation
○ connect own
during
ideas and
listening and
experiences
viewing
with those
activities
shared by
others
5.1 Respect Others and ● use pictionaries and

Strengthen Community personal word books
to confirm the
● Appreciate diversity
○ discuss the meanings of
experiences unfamiliar words in
and traditions oral, print and other
of various media text
communities
● Revise and edit
portrayed in
oral, print and ○ revise words
other media and sentences
50
texts x ask for to improve

and provide sequence or
clarification add missing
and information
elaboration of
○ check for
stories and
capital letters,
ideas
punctuation at
● Relate texts to culture the end of
sentences and
○ discuss
errors in
similarities
spelling
and
differences in ● Enhance legibility
settings,
○ print legibly
characters
and
and events in
efficiently,
oral, print and
forming
other media
letters of
texts from
consistent size
various
and shape,
communities
and spacing
● Celebrate words
accomplishments and appropriately
events
○ use margins
○ participate in and spacing
shared appropriately
language
experiences to
acknowledge ● Attend to grammar
and celebrate and usage
individual and
51
class ○ write
accomplishme complete
nts sentences,
using capital
● Use language to show
letters and
respect
periods
○ adjust own
○ use
language use
connecting
according to
words to join
the context,
related ideas
purpose and
in a sentence
audience
x identify
nouns and
verbs, and use
5.2 Work within a Group in own writing
● Cooperate with others ○ identify
○ work in a adjectives and
variety of adverbs that
partnerships add interest
and group and detail to
structures stories
○ identify ways ● Attend to spelling

that class ○ use phonic
members can knowledge
help each and skills and
other visual memory
● Work in groups to spell words
of more than
○ contribute one syllable,
relevant high
52
information frequency
and questions irregular
to extend words and
group regular plurals
understanding in own writing
of topics and
○ use phonic
tasks
knowledge
○ stay on topic and skills and
during class visual memory
and group to attempt
discussions spelling of
unfamiliar
● Evaluate group
words in own
process
writing
○ recognize own
○ use the
and others’
conventional
contributions
spelling of
to group
common
process
words
necessary for
the efficient
communicatio
n of ideas in
writing
● Attend to
capitalization and
punctuation
○ use capital
letters for
proper nouns
53
and at the
beginning of
sentences in
own writing
○ use periods
and question
marks,
appropriately,
as end
punctuation in
own writing
○ use commas
after greetings
and closures
in friendly
letters and to
separate
words in a
series in own
writing
○ identify
commas and
apostrophes
when reading,
and use them
to assist
comprehensio
n
54
Resources:
● Social Studies
o Social Studies Alberta Curriculum
o (2402) Pinterest
o Lesson One - Social Studies Community Unit (weebly.com)
● Science
o Science Alberta Curriculum
o Don't Melt the Ice! Science Experiment for Kids - Frugal Fun For Boys and Girls (frugalfun4boys.com)
o Learn about Hot and Cold Temperature: Easy Science Experiments for Kids - (alittlepinchofperfect.com)
● PE
o PE Alberta Curriculum
o 20 Fun Gym Games for Kids & Adults [+Gymnastics Games] (icebreakerideas.com)
o 21 Super Fun Tag Games (For Kids & For PE) - IcebreakerIdeas
o 24 Fun PE Warm Up Games and Exercises for Kids [Gym Class Warm Ups] (kidactivities.net)
● Language Arts
o LA Alberta Curriculum
● Art
o Art Alberta Curriculum
55
Important Days:
January:
● Jan 3rd: Long Range Draft Due
● Jan 3rd: Unit Plan Draft Due
● Jan 5th: Seminar 2
● Jan 7th: Revised Long Range Due
● Jan 7th: Revised Unit Plan Due
● Jan 7th: First Day Lesson Plans Due
● Jan 9th: Classes start
● Jan 14th: Portfolio Update Week 1
● Jan 23rd: Portfolio Update Week 2
● Jan 23rd: Professional Goal Draft Due
● Jan 23rd – 27th: PSII Initial Formative Assessment
● Jan 27th: Semester 1 ends
● Jan 27th: Professional Learning Day (No school)
● Jan 30th: Semester 2 begins
● Professional Goals Final Due
February:
● Feb 6th – 10th: PSII Final Formative Assessment
56
● Feb 16th: Seminar 3
● Feb 20th: Professional Goals – Mid reflection Due
● Feb 20th: Family Day
● Feb 20th – 24th: No School for students
● Feb 23rd- 24th: Teachers Convention
● Feb 27th: PIP Proposal
March:
● Mar 16th: Seminar 4
● Mar 16th: No school for PM-ES
● Mar 17th: No school for students
● Mar 17th: Professional Learning Day
● Mar 27th: Descriptive Report Draft Due
● Mar 27th: PIP Report Draft Due
● Mar 27th: Professional Goals – End Reflection Due
● Mar 27th: Professional Inquiry Project Due
● Mar 27th: Professional Portfolio Due
April:
● April 7th – 14th: Spring Break
● April 11th: Final Evaluation Due
57
● April 17th: No school for students
● April 17th: Division wide PL am
● Aprils 17th: School based PL pm
58

Long Range Plan - Kristina o

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Long Range Plan - Kristina o

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Kristina Olafson Long-Range Plan January 7th, 2023

Grade:2/3 January February March April

Skills Timeline: 6 weeks ( 35 days)

and events 2. Measure temperature are attracted by a magnet

using a space heater the strength of magnets.

8. Describe the role of

9. Identify materials that

10. Design and construct a

11. Describe ways in

This unit will have the

(Community, Meteghan, Timeline: 4 weeks (20 days)

Timeline: 6 weeks (35)

GLOs (30 min 2 o 3 times a week)

community. vitality of their

o How are the

(LPP, TCC) community?

o How does the

We will look at Meteghan, and

activities; of gymnastics, developmentally developmentally individual activities and

skills involved in a locomotor play body and

activity and lead-up games of lead-up o C2–5 display a

o D2–3 o C2–4 accept personal passing, and shooting techniques.

and sensitively in participating

o A2–1 select and

o A2–3 select and

Starting Feb 26th, the students

arrive they will likely use them

GLOs: ● REFLECTION • Timeline: 1 Day Timeline: 1 Day Timeline: 1 Day

commonalities within use or function of finishing touches.

● Students will create ● Students will add ● Students will add

● Students will create Unit 7: Spring Art

● Students will add SLOs

● Students will express a ● Students will decorate

● Students will develop

● Students will use

sculpture, fabric arts,

enhance the clarity GLOs: speak, read, write, and feelings

have changed confirm the spellings or

o explain why ● Revise and edit 4.2 Attend to Conventions

○ print legibly and 2.4 Create Original Text ○ identify adjectives

information in ○ write complete words to plurals in own

words, ○ use phonic consistent size end punctuation

frequency common and

familiar words in a errors in spelling

○ apply phonic view and represent to and adverbs that

blends and talk ideas in writing

texts ● Revise and edit unit of writing to teach yet*

○ engage in a ○ revise words

○ model own 4.2 Attend to Conventions

○ suggest visual memory

particular capitalization and

explain the to assist

words and SLOs:

print and ators

personal the end of

○ ask questions ○ use margins

information and skills and

related ideas appropriately,

information to speak, read, write,

3.4 Share and Review ● 3.Students will listen,

4.1 Enhance and Improve

○ print legibly personal word books