TLCP Unit Grade 5!!!

Hello All!

Please find a link to Mr. Barfoot and I's TLCP which highlights the BIG IDEA of one of the units we will study. As well, the TLCP chart contains different links that explore different strategies and sub-tasks.

Mr. Barfoot & I's TLCP Chart

TLCP Summary & Rationale

                Mr. Barfoot and I chose to select this particular topic of study because I believe it is a very popular part of history that can be experienced in so many ways. There are so many stories as to how Canada was formed or came to be, and with these types of lessons within the unit, students will be able to visualize these events in history. The conflict between the First Nations people and the First Settlers is a large one that often raises extensive, biased opinions. Through the study of this unit, students will learn to do their own research, to take initiative, and demonstrate inquiry where needed. Students will conduct research about the events leading up to the formation of Canada. Students will focus heavily on the relationship and interactions between the First Nations people and the First Settlers. The students will also get review the event documented in history, while getting to be a part of this large event through the activity of the debate.

The debate activity in my opinion is a great idea for a culminating task because it allows students to think on the spot, push for higher level thinking skills, and it also allows students to work collaboratively as a group/team. The debate activity allows for students to demonstrate their talents individually when they speak on behalf of their team in accordance to different categories of assessment. Students will also be marked on their ability to work and function successfully as a team. We have also taken into consideration that not all students work at the same pace or with the same abilities. This is why we have accommodated different learning styles through alternative education, modifications, blended learning, and global projects (if students would like to pursue this topic as a topic of interest outside of the classroom). I also love the way we made sure each sub-task related to the theme/topic, but also connected well with our curriculum expectations. As well, there are so many different techniques we use to assess students based on the different strands within the curriculum at the grade 5 level (i.e. oral presentations and verbal feedback, blog posts and written feedback etc.) Students are also motivated to work at the level they are comfortable with, and the level that best suits their needs/challenges them as learners.

           Mr. Barfoot and myself both worked very hard on this assignment. Mr. Barfoot and I collaborated well and we both had great ideas. We were both willing to work on the task – no matter the time, and we both found the time to do so in between our very busy schedules. We were both open to feedback and/or edits both from each other and the instructor, and all suggestions were used to improve the quality of the TLCP. Our TLCP also goes into very specific detail and provides a strong task that allows students to think outside the box, expressing their creativity, and demonstrate their knowledge in a unique way. The debate activity for our culminating task serves well to get students out of their seats and get them participating and engaged with others. It is very important for younger generations to learn about the events that have helped shape Canada’s history – so we want to make sure students learn it through a fun and engaging activity!