Teacher ToolkitHow can we show respect on Remembrance Day?

How can we show respect on Remembrance Day?

What?

This learning module will support student learning of concepts such as respect and courage and introduce various Remembrance Day ceremonies and traditions.

Whom?

Grades 1 – 3

Press on the following tabs to explore curriculum expectations by subject.

Language

Grades 1 – 3

B1.1 use effective listening skills, including asking relevant questions, restating what they heard, and expressing interest, in formal and informal contexts and for various purposes, including in conversations and various classroom activities 


B2.4 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use their developing morphological knowledge to analyze and understand new words in context 

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Social Studies

Grade 1 

A1.4 describe the impact that people can have on each other in some different situations and some of the ways in which interactions between people can affect a person’s sense of self 

Grade 2 

A3.4 describe some significant traditions and celebrations of their families, their peers, and their own communities, as well as of some other communities in Canada, including First Nations, Métis, and/or Inuit communities 

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Visual Arts

Grades 1 – 3

D1.4 - use a variety of materials, tools, and techniques to respond to design challenges 

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How?

Please note all prompts and information included in this teacher toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgment.

1. Get ready…

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

  • What materials will you need for this learning module?

Possible materials include:

  • colouring tools (e.g., crayons, markers, pencil crayons)
  • paint and paintbrushes
  • paper, construction paper, tissue paper
  • pipe cleaners
  • coffee filters
  • scissors
  • glue or tape
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  • What pre-conversations will you need to have with your students?
  • Brainstorm and discuss what students know about Remembrance Day.
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  • What vocabulary do your students need to know?
  • Remembrance Day
  • courage
  • respect
  • peace
  • rouse
  • flower
  • poppy
  • symbol
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  • What pre-teaching needs to happen to prepare your students for this content?
  • Provide students with options on how they may record new vocabulary.
  • Discuss different strategies students may use to explore new information and answer questions.
  • Brainstorm and discuss traditions and celebrations across different cultures and communities.
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  • Is there any pre-reading that you need to do to facilitate this content?
  • Will students work independently, in partners, in small groups, or is this a full class activity?
  • Preview the TVO Learn learning module “How can we show respect on Remembrance Day?” and decide whether students will complete it independently, in partners, or as a guided whole-class activity.
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2. Get set…

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

  • What are the learning goals and success criteria for this learning module?
Learning goals

We are learning to:

  • use effective listening skills by expressing interest, asking a variety of questions, and restating what we heard
  • understand and use new vocabulary
  • describe the impact that people can have on each other and how interactions between people can affect a person’s sense of self 
  • describe traditions and celebrations in our own communities and some communities in Canada
  • use a variety of materials, tools, and techniques to respond to design challenges 
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Success criteria

I am able to:

  • watch videos about courage, respect, and Remembrance Day traditions, answer questions and share what I have learned
  • describe how positive messages and actions can impact me and the people in my life 
  • learn and share new vocabulary
  • describe traditions and celebrations in my family and explore the significance of Remembrance Day in Canada
  • use a variety of materials, tools, and techniques to create my own symbol of peace

You may also choose to co-create the success criteria with your students or develop your own.

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  • How will you activate and/or assess your students’ prior knowledge ahead of this learning module?
  • Use a photo, a short introductory video, and/or an audio clip as an activation.
  • Have students complete a KWL chart (what I know, what I wonder, what I have learned).
  • Have students complete a mind map.
  • Students can answer a reflection question.
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  • How will you draw your students’ attention to the learning outcome for this learning module?

3. Go!

  • Students will learn about courage, respect, and Remembrance Day traditions.
    • Students will have an opportunity to check their understanding by completing guiding questions after watching each video.
  • Students will demonstrate their learning about courage, respect, and Remembrance Day traditions by completing one of the following assessment opportunities:
    • Answer reflection questions about the concepts explored in the videos, audio, text and images shared in this activity.
    • Complete a self-check matching activity to practice new vocabulary.
    • Complete the extension activity to create a symbol for peace.
  • While students are working through this module, you can make yourself available to:
    • Answer any questions.
    • Observe students’ engagement with the content.
    • Conference with individual students using the self-check activity.
    • Lead a guided group through the content on a tablet.

Resources

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:


Assessment opportunities

While these modules do not contain built-in assessment opportunities, the reflection tasks can easily be adapted to act as demonstrations of learning.

Tips

Creating Learning Goals

  • Clearly identify what students are expected to know and are able to do in language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.  

Triangulation of assessments

  • The following is a sample chart/checklist for use in documenting your triangulation of assessments during observations, conversations, and conferences:
Student NameDemonstrates (insert specific expectation)Demonstrates (insert specific expectation)Demonstrates (insert specific expectation)
Date:Date:Date: