Developed by: Samantha Whidden

Grade 4 Literacy
Universal Design for
Learning
Representation
(1.1) I pre-teach critical
concepts through
demonstration and
modeling.
(1.1) I change the layout
of visual or other
elements.
(2.1) I pre-teach
vocabulary and symbols
such that they connect to
students life experiences
and prior knowledge.
Action and Expression
(5.1) I allow students to
provide products using
multiple media such as:
text, illustration, design,
video, multimedia, or
music
(5.3) I provide
opportunities for review
and practice.
(6.3) I provide students
prompts.
Engagement
(7.6) I provide tasks
that allow for students to
actively participate,
explore, and experiment
(7.7) I invite students to
provide personal
responses, evaluation,
and self-reflection to
content and activities.
9.3 - Students will be
given an opportunity for
reflection in a group
setting.

Outcomes

Required Materials,
Tools and Technology

1.1 Explore and discuss their thoughts,

ideas, and experiences and consider those
of their
Peers.

-Smartboard Word Wall

document.

2.1 Contribute to conversations and smallgroup and whole-group discussion, show

an awareness of when to speak and when
to listen

-Student Journals

6.1 Describe, share, and discuss their

personal reactions to texts.
*These outcomes will take several classes
to cover completely*
Student Friendly Terms:
I can share my ideas, reactions and
experiences with my class, and can
respect the experiences of my friends.
I can respect my classmates by listening
when they are sharing.
I can reflect on current issues and record
my ideas in writing.
Assessment (formative/summative,
self/peer)
What assessment strategies will measure
the learning from the outcomes?
Responding Orally Within Group Students will share opinions and ideas
amongst their groups. Teacher will
observe students and their responses as a
form of assessment.
Self- reflection- The response journal is
a constant way of monitoring students
personal responses to text. It
demonstrates the students' ability to
reflect on their thoughts, ideas, and
personal reactions to the text.
Summative Student journals will be
used as a form of summative assessment.
Students will be assess on their reflection
to the ideas presented in the text and
their ability to respond critically to the
issues presented.
A debate requires the students to not only

-Book Hey, Get Off Our

rain by John Burningham

Video https://www.youtube.com/
watch?v=hn_vzZwVJNY
handout instructions for
the debate (1 per
student).
Special Concerns
Ensure the Smartboard,
projector, and computer
are all on and the Word
Wall document is open.
Students will be
occasionally moving
throughout the classroom.
Make sure to review the
procedures for classroom
movement. A couple of
students may be
randomly selected to
review the procedure.
Differentiation
All of the activities in this
lesson can be tailored to
suit the needs to the
individual student.
Student Z has an
exceptionality which
causes him to lose his
focus easily. You may
enlist him as your helper
during the book walk. He
loves to hold the book up
while the class predicts
the story.
Student X finds it hard to
sit down for long periods
of time. You may use him

speak clearly and concisely, but to think

critically, quickly, and listen carefully to
others. It will be used to asses students'
ability to know when to speak and when to
listen.
Formative assessment is ongoing
throughout the lesson. Teacher will
continually be monitoring and noting who
participates in both whole group and small
group discussions.
Timeline / Elaboration
Before (APK)
1. Book Walk-Students will join
together on the reading map. I
will call each table group over
by this week's team captain. As
a class we will do a book walk for
the short book Hey, Get Off Our
Train by John Burningham

ask students to predict what the

story will be about.

Flip through the pages and show

students the pictures. Ask for
further ideas and predictions about
the book.

Ask students do you think we

(humans) affect the lives of
animals? how much?

During
1. Read the book to the students.
Make a mental note of which
students are and are not actively
listening to the story. Ask questions
like what is pollution? and what
is a habitat? when you come to
these words.
2. Word wall- Go over new
vocabulary from the book and add
it to the word wall on the
Smartboard. Students will be
randomly selected to add a shape
with the new vocabulary written in
it to the Word Wall document.
(Some new words may include
deforestation and habitat.)
3. Table Discussion- in small groups
students will discuss several
questions. Ie: Where do the
animals go if we cut down the
forest they live in? What do you

as a helper to distribute
handouts or select him for
tasks that require
movement out of his seat.
Debate- If any student is
unable to participate in
the oral part of the debate
due to anxiety or another
exceptionality, that
individual could be the
designated recorder and
record the team's
arguments.
Journal As an
alternative to writing in
their journals, students
have the choice to draw a
picture representing one
of the prompt questions.
Smartboard Students
will have the opportunity
to add new vocabulary
words to the word wall
document.
21st Century Students
will work on 21st century
skills through
collaboration with
classmates and
opportunity for small
group communication.
Students will also be
challenged in the area of
critical thinking as they
examine their impact on
animal habitats.
In-Class Support
Student A is Table A's
team captain this week.
Student B is Table B's
team captain this week.
Student C is Table C's
team captain this week.
Student D is Table D's
team captain this week.
Student E is Table E's
team captain this week.
*Team captain's help to
keep their team on task
and may also encourage
their peers to remain
quiet and attentive during
activities.

think will happen if we keep

polluting the oceans? What are
some of the things we do or use
that emit pollution (air, soil, or
water)?
4. DEBATE Students will be divided
into two teams. Hand out the
instructions for the debate and put
up the instructions on the
Smartboard. One team will
represent a corporation that wants
to purchase a large forested plot of
land, while the other team
represents an environmental
organization that seeks to preserve
wildlife habitats. Each team will be
responsible for coming up with as
many critical arguments for
clearing or keeping the land in
question. All students should
participate in the discussion of
ideas and the presentation of ideas
during the final debate. Teams
may decide to designate specific
roles to the individuals in the
group. It is important that all
students participate in sharing
ideas during the preparation stage.

allow ample time for students to

prepare, organize, and deliver their
arguments.

6. Journal- Have students reflect on

the ideas presented in the lesson.
Encourage students to use the new
vocabulary that was added to their
word wall. *Put the Word wall
document on the Smartboard for
reference* Provide students with
prompt ideas written on the white
board such as What are three
ways YOU can minimize your (your
family's) pollution output. Explain
why it is important to help limit our
output of pollution. How can
littering affect an animal's
habitat?
*alternative have students draw a
picture representing one of the
prompt questions above*
7. Video Show video about ocean
clean-up initiative. This video

**It is the responsibility of

the teacher to ensure that
team captains are being
respectful to their peers.
Educational Assistants will
participate in monitoring
the students during
discussion time and
during the debate
preparation.
Cross-curricular
Connections
Social Studies:
- 4.3.3 Examine the
relationship between
humans and the physical
environment.
Science: Habitats
-identify their own and
their families impact on
habitats, and describe
how personal actions help
conserve habitats (108-6,
108-3)
-predict how the removal
of a plant or animal
population affects the rest
of the community (301-1)
-relate habitat loss to the
endangerment or
extinction of plants and
animals (301-2)
-identify examples of
positive and negative
effects of technological
developments on natural
habitats (108-1)
Reflection

shows one young man's initiative

to clean up garbage buildup in the
ocean. This video will lead into the
closure discussion on how we can
limit our environmental impact.
Opportunity for individual/small group
instruction
Whole Group- Students will have the
opportunity for Whole group discussion
during the APK book walk, the Word wall
activity, and the closure discussion.
Students will be working towards the
outcomes by practising when to speak and
when to listen.
Small Group- Students will have the
opportunity to work in small groups for the
table team discussions. Students will work
in small groups for the debate and will
make the decision on whether to assign
specific roles to the individuals in the
group or to have everyone participate in
all areas of the debate.
Individual- A team captain will be
informally assessed for their
understanding of when to speak and when
to listen. BY designating a team captain I
provide the opportunities for each student
to take a leadership role. This places a
greater responsibility on the student as
learners because peer encouragement is
an effective motivator.
After
Closure whole group discussion on
ways that we can limit out pollution
output as a class (ideas like bottle
drives for recycling. Separating
wet/dry garbage/ travel to school-carpool, bus, bike, walk).
Exit Ticket - Students will write out
one way that they will try to reduce
their pollution output for the week and
will submit it as an exit ticket.