Learning+Outcomes

**__ Grade Five Social Studies: Heritage Unit __** **Learning about the Past** __ Knowledge Objectives __ Students will know that:
 * These are the learning outcomes from the Saskatchewan Curriculum guide that will be practiced and introduced in this inquiry unit. **
 *  people learn about history from written and oral records and from archaeology.
 *  writers of history do so within the context of their own beliefs, values, and perspectives.

__Skills/Abilities Objectives__ Students will use various resources to identify perspectives and points of view.

Attitudes/Values Objectives Students will appreciate the processes of learning about the past. ** Canada **** 's First Peoples ** __ Knowledge Objectives __ Students will know that: __ Skills/Abilities Objectives __ Students will access, organize, and present information. __ Attitudes/Values Objectives __ Students will appreciate and value the cultures and traditions of First Nations peoples.  **__ English Language Arts __** ** Comprehend and Respond (CR). Students will develop their abilities to view, listen to, read, comprehend and respond to a range of contemporary and traditional grade-level-appropriate texts in a variety of forms (oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes including for learning, interest, and enjoyment. **
 *  First Nations peoples have been living in what is now called Canada for tens of thousands of years.
 *  First Nations peoples developed technologies to meet their needs.
 *  there is great diversity among First Nations peoples.

__ CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • identity (e.g., Exploring Heritage) __ Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in a variety of texts including First Nations and Métis texts.

** Compose and Create (CC). Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences. **

__ CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts. __  Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing. Use graphic organizers to clarify and shape understanding. Prepare a clearly organized multimedia presentation using pre-established organizers and criteria. Use computers and authoring software to compose texts and graphic representations. Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations. __ CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes. __  Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audiences. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to say it; clarify and support spoken ideas with evidence and examples Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others. ** CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader. **  Write expository reports that explore key ideas, issues, or events in response to questions that direct an investigation, establish a controlling idea or topic sentence, and develop the topic with simple facts, details, examples, and explanations. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing. Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks). ** Assess and Reflect (AR). Students will develop their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers, and set goals for future improvement. ** __ AR5.1 Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing. __  Consider the types of strategies to utilize and whether or not they will or do work for the task at hand. Determine what strategies are best for the task and what strategies will work best for self. __ AR5.2 Set goals to enhance the development and improvement of the skills and strategies in viewing, listening, reading, speaking, writing, and other forms of representing and take steps to achieve goals. __  Identify strengths in viewing, listening, reading, representing, speaking, and writing and set goals to enhance the development and improvement of the skills and strategies in each. Ask “What strategies did I use? What goals do I need to set for what I am trying to accomplish? How will I know if I have met my goals? What else could I do?” and develop a plan for improvement.