lesson time-line

Lesson name Resources used Assessment strategies TL or CT, in classroom (RM.) or library (LRC)
Website evaluation Schrock’s printable handouts Finish handouts TL, LRC
How to cite Note-book Complete sample citations in note-book TL, LRC


Effective note-taking, Central Idea Graphic Organizer Graphic organizer with headings, subheadings, main ideas, & supporting evidence columns Check completion of each activity in lesson, accuracy of students’ work TL, LRC
Introduction to the canoes “The Great Canoes” book, “Song of the Haida Canoe” VHS,. Answer in written or oral form the critical questions included with each resource listing, KWL graphic organizer RM, or Computer lab
Carving and artists Any of the websites under ‘Canoes’ on the resource list, -use a data projector to show the live carving at Sealaska, and the podcasts featuring Saaduuts work Answer in written or oral form the critical questions included with each resource listing. Have one student file a report on the progress of the carving at Sealaska, to share with the class (possibly as an alternative project) RM, or Computer lab
Where are the monumental trees? “Old-Growth Forest: An Ecosystem,” VHS, string for the activity, The SpruceRoots podcast, “The Last Voyage of the Black Ship,” “Battle for the Trees,” VHS Observe demonstrated newfound sensitivity and understanding of ecosystem connections, to the people’s cultures, thoughts and feelings of what is happening to the forests and how First Nations feel about it RM, or Computer lab
What is ‘Stewardship” Any of the resources under the heading ‘Stewardship,’ especially the field trips Observe students behaviour and insightfulness in the field, is their social responsibility in accordance with their age level, and with the school code of conduct? Mark them using the ‘effort and achievement rubric’ (in each classroom at Tupper) RM, or Computer lab, or in the field, Seymour, Musqueam, Haida Gwaii, Stanley Park

These lessons are the core to the unit, but more development may be necessary depending on time constraints, access to the library, demand for the teaching/learning, and the school’s priorities generally.

It is important that there is a collaboration process, such as the one detailed in Developing a Full Literacy Partnership by Ray Doiron and Angela Arsenault, who use the Collaborative Program Planning and Teaching (CPPT) process. The authors state that the CPPT enables teachers to plan the teaching of a variety of research skills needed by “information literate people (19).”

CASL, the Canadian Association for School Libraries makes mention of the leadership and collaboration skills a teacher librarian needs to meet minimum standards in their competencies. Competency 1.6 states: “develops and promotes the effective use of informational and imaginative resources in all formats through cooperative professional activities (http://www.cla.ca/casl/literacyneeds.html).” Certainly, this is indication of the value and weight educators attach to teaching information literacy and, that all teachers must work together to meet this goal.