is your understanding about segregation in “What Canada?” Tell students that they will be learning about political leaders, how they came to become politicians and how their work has had an impact on Canada and the world. Step B: Assessment for Learning Categorizing Thinking to Build New Knowledge: Oral Discussion and Documentation of Thinking: Gallery-Style Picture-Word Induction Model (PWIM), Finding Out More, Section Share Top Five, Digging Deeper, Read – Aloud Have students seated at their desks in small groups with a clear view of the screen where the image will be shown. Do not tell the students the name or gender in person’s advance. Tell students that they will be viewing some images that show different aspects of an life. They are to view the image and have a discussion in their individual’s group as to what they see, hear, feel, infer and predict about the image to tell the story of the individual. As they collaboratively come up with ideas, they are to write them down so that they can make connections between the images. Select and prepare to show an image of Leonard Braithwaite (from WS 3 Visual Images A Leonard Braithwaite or WS 4 Visual Images B Leonard Braithwaite). – – Do not tell the students who the person is before allowing them to view the image. Before projecting the image on screen, tell students that you will view and discuss the first image together as a class. Project the image and deconstruct it with the students. Encourage discussion using the following probing questions: are the people in the “Who image?” are they “What doing?” are “Where they?” are the different people in the image “How connected?” information do we get from what we see in the “What background?” role do you think each person has in the “What image?” do you think is the politician in this image? How do you “Who know?” does this image say about who the person “What is?” we were to on this image, what else/who else might we see in the “If ‘zoom out’ image?”
“What is your understanding about segregation in Canada?” Tell students that they will be learning about political leaders, how they came to become politicians and how their work has had an impact on Canada and the world. Step B: Assessment for Learning Categorizing Thinking to Build New Knowledge: Oral Discussion and Documentation of Thinking: Gallery-Style Picture-Word Induction Model (PWIM), Finding Out More, Section Share – Top Five, Digging Deeper, Read Aloud Have students seated at their desks in small groups with a clear view of the screen where the image will be shown. Do not tell the students the person’s name or gender in advance. Tell students that they will be viewing some images that show different aspects of an individual’s life. They are to view the image and have a discussion in their group as to what they see, hear, feel, infer and predict about the image to tell the story of the individual. As they collaboratively come up with ideas, they are to write them down so that they can make connections between the images. Select and prepare to show an image of Leonard Braithwaite (from WS 3 Visual Images A – Leonard Braithwaite or WS 4 Visual Images B – Leonard Braithwaite). Do not tell the students who the person is before allowing them to view the image. Before projecting the image on screen, tell students that you will view and discuss the first image together as a class. Project the image and deconstruct it with the students. Encourage discussion using the following probing questions: “Who are the people in the image?” “What are they doing?” “Where are they?” “How are the different people in the image connected?” “What information do we get from what we see in the background?” “What role do you think each person has in the image?” “Who do you think is the politician in this image? How do you know?” “What does this image say about who the person is?” “If we were to ‘zoom out’ on this image, what else/who else might we see in the image?”
365%20ETFO%20Black%20Canadian%20Curriculum%20-%20Intermediate.docx