GRADE 5:
LANGUAGE ARTS:
-read, listen, and view for specific purposes
-adjust their reading rate according to their purpose and the difficulty of the text
-demonstrate understanding of the main ideas or events in print (including stories and poetry) and in non-print media
-use conventional spelling for most words
-identify and use sources of information, including people, print, audio-visual media, and electronic media
-edit to correct their own and others' use of grammar, spelling, and punctuation using both electronic and manual means
-demonstrate pride and satisfaction in using language to create and express thoughts, ideas, and feelings in a variety of oral, written, and electronic forms
-create a variety of personal and informational communications, including written and oral stories, poems, or lyrics; explanations and descriptions; informal oral reports and dramatics; and brief factual reports
-apply the basic rules and conventions of writing or speaking for the oral, visual, and written forms they select
-use language to acknowledge people, commemorate special events, and honour accomplishments within the community

GRADE 6:
LANGUAGE ARTS:
-use questioning, predicting, summarizing, inferring, skimming or scanning, and graphic organizers to accomplish specific purposes for reading, viewing, and listening
-use text and electronic media features, including indices, tables of contents, and keyword searches, to locate specific information or material
-identify and represent the main ideas or events in stories, poetry, informational material, videos, and other media
-locate, gather, select, and record information for specific purposes from various human, print, and electronic sources
-demonstrate pride and satisfaction in using language to express their thoughts, ideas, and feelings in various written, oral, visual, and electronic forms
-create various personal and transactional communications, including real and invented narratives, poems or lyrics, summaries or retellings, descriptions, letters, informal oral presentations, charts, and posters
-apply the basic rules and conventions for the forms of communication they select

GRADE 7:
LANGUAGE ARTS:
-use text and electronic media features, including indices, tables of contents, and keyword searches, to locate specific information or material
-demonstrate increased control over their use of grammatical structures and begin to vary grammar to achieve particular effects
-locate, gather, and select information for specific purposes from a variety of human, print, and electronic sources
-revise and edit to improve basic content, organization, and effect to best suit their audience and purpose
-demonstrate pride and satisfaction in using language to create and express their thoughts, ideas, and feelings through a variety of oral, written, and electronic forms
-create a variety of personal and informational communications, including fiction and non-fiction; written summaries, instructions, and reports; oral and visual presentations; oral and written opinions; poems; or lyrics
-use appropriate language to celebrate special events and accomplishments

COMPUTER SCOPE AND SEQUENCE COVERED:

• Network operations (log-on, log-off) if appropriate.
• Combine information from multiple sources for presentation.
• Launch browser to access the World Wide Web, FTP sites, Gopher.
• Access information files and search sites.
• Observe appropriate etiquette at all times.
• Identify, define/locate sources of electronic information (e.g. CD-ROM, Internet).
• Select relevant information
• Evaluate suitability of info for use in specific contexts.

 

LESSON PLANS:

PART 1-LEARNING ABOUT REMEMBRANCE DAY

1. Before you go to the computer lab to research Remembrance Day, talk about it in class and discover what students already know about Remembrance Day and how they feel about it.

2. Click here to download the worksheet for this lesson in Microsoft Works or click here to view it in Adobe Acrobat.

3. In the computer lab students can follow the instructions on the sheet and answer the questions about the who, what, when and where of Canada's involvement in the wars and Remembrance Day. You may wish to do this as a whole class activity with different readers in the class presenting the stories as the reading level is difficult at some parts. If students are able to do this independently you may still wish to stop and discuss parts of this with them as the material is very heavy and may invoke feelings and thoughts.

4. The second section of the worksheet involves viewing the tunnels at Vimy Ridge. There is a written passage on the worksheet that explains what happened at Vimy Ridge and you may wish to read this as a class and discuss it before viewing. Students are asked to record feelings throughout this section and they will be able to use these feelings for the poetry project.

5. After the worksheets have been completed, discuss the answers in class and talk about how students feel about all that went on in the wars. Brainstorm lists of words to describe how they feel about war and remind them that the soldiers were fighting for peace and freedom and have them record a list of words that describe how they feel about that.

PART 2-WRITING REMEMBRANCE DAY POEMS

1. Before students can begin writing you should discuss the form of poetry that you would like them to write. Following are some suggestions for types of poetry that they could work on:

2. After you've talked with the class about the type of poem that you will be writing you should share some examples with the class. There is an example of each of the above poems at: www.educ.andrews.edu/rjo/Poetry_lesson.html/index.html

3. Now write a couple with your class and then ask them to write their own. If you wish to later submit these for the Canadian Legion Poetry Contest, they must be under 32 lines long.

4. To present the poems you may wish to have students type them in Student Writing Center and choose Sign as the type as these look really good or type them in Microsoft Works and have students illustrate them (they are marked on presentation). If you wish to enter the contest, find the package in your school from the Canadian Legion or contact your local Legion for information.

EXTENSIONS:

-If you wish to read more about actual experiences people had during the war, read My Grandmother's Wartime Diary. This is found at the Veteran Affairs site by clicking on Feature Items on the bar on the left.

-If you wish to further examine Flander's Fields and the author's life, the CBC4kids site has an excellent section on this.

 

Click here to return to the Remembrance Day Page.

Click here to return to the SD71 home page.