This Resource Created By Tracy Wright
Step 1: Specific Expectations

external image clip_image001.pngReading 1.5, 1.8– making inferences, drawing conclusions
Writing 2.1, 2.2, 2.3, 2.6, 2.7, 2.8 – form, voice, word choice, producing a draft, preparing for revision, revision
Science – Understanding Life Systems
Step 2: Big Idea/ Critical Contextual Focus

How Do Choices Humans Make Impact Biodiversity?
-Biodiversity includes diversity of individuals, species and ecosystems. Give examples that would support this idea.
-Can classification help us to understand the way things are interrelated? Explain.
-Describe human interaction with biodiversity.
Step 5: Planning for Instruction

1. Diagnostic - Assessment Questions
2. Review – How to Draw Comics the Marvel Way (shared reading and media literacy)
3. Daily review of a science related comic strip (modelled reading)
4. Research science topic on internet and texts
5. Create comic using Comic Life
6. Present comic to class
7. Publish classroom comic book in both a digital and paper format.

Modelled and Shared Reading – Nelson Biodiversity transparencies
Independent Reading – Nelson Biodiversity Unit
Guided Reading – Nelson Biodiversity Guided and Independent Reading Kit
Technology – Comic Life, Internet research
Step 3: Culminating Task

Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans through a student-generated digital comic book created using Comic Life.
Step 4: Pre-Test/Diagnostic

Review science related comics. Student assessment questions should show they understand the conventions of comics and how they can convey ideas.

This resource created by John Migliore, Grade Six from Lawfield School. Example of TLCP Cycle

Process …

Step 1: Specific Expectations

Reading 1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning
Reading 1.8 make judgements and draw conclusions
about ideas in texts and cite stated or implied evidence from the text to support their views
external image clip_image002.pngReading 1.9 identify the point of view presented in texts;
determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives
Writing 1.4 sort and classify information for their writing in a variety of ways that allow them to view information from different perspectives and make connections between ideas
Writing 2.7make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
Writing 3.7use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout
Step 2: Big Idea/ Critical Contextual Focus

Truth or Fiction – Does it Depend on Your Point of View?
Key questions:
How does an author’s point of view influence a reader’s thinking?
external image clip_image003.pngHow does identifying the bias in an author’s viewpoint help us understand the message behind what we read?
Step 5: Planning for Instruction

Modelled: Once Upon a Motorcycle Dude (Picture Book – POV and Bias), Encounter (Picture Book – POV and Bias), The Wolf Who Loved Music (Picture Book - Bias),Cinderella (5 Versions - POV).
Shared: Once Upon a Motorcycle Dude (Picture Book), The Wolf Who Loved Music (Picture Book - Bias), Encounter (Picture Book), Princess and the Pea Concept Mapping Activity (SMART Ideas), Pack of Wolves (for comparing point of view in a fiction and non-fiction text), Video Clips (portraying opposite views for the purpose of discussion).

Guided: Analyze media tex ts and answered questions related to point of view.
Independent: Learning centres including: House Activity (write as a burglar and a real estate agent); analyze media texts and answered questions related to point of view; Laptop Centre/Blogging (analyze alternate viewpoints on the same issue); Lady in the Water (write in the voice of two different characters); reading responses related to point of view.
Step 3: Culminating Task

Students will read traditional fairy tales and explain the author’s purpose, bias, and any missing voice. Students will them create a twisted fairy tale where they change the point of view of a character and show how that may alter the outcome of the story.