A Bear's Remembrance

Learning Objectives

• Develop understanding and application of the reading strategy: Making Connections (Text-to-Text, Text-to-Self, Text-to-World).
• Enhance comprehension skills through read-aloud.
• Encourage thoughtful reflection on Remembrance Day.
• Fulfill the expectations outlined in the Ontario Language Curriculum, Grade 4.

Curriculum Expectations

Language - Reading

• 1.5 Making Inferences/Interpreting Texts: Use stated and implied ideas in texts to make inferences and construct meaning.
• 1.6 Extending Understanding: Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.

Materials Needed

• Book: “A Bear in War” by Harry Endrulat and Stephanie Innes
• Chart paper and markers
• Individual journals or writing paper for each student
• Images or symbols related to Remembrance Day (e.g., poppies)
• An audio clip of a Remembrance Day song (optional)

Lesson Outline

Introduction (10 minutes)

1. Hook: Show an image of a teddy bear and ask, "What stories could this bear tell if it could talk?"
2. Discussion: Briefly introduce Remembrance Day and its significance in Canada. Engage students with questions like, "What do you already know about Remembrance Day?" and "Why do we remember?"
3. Objective Sharing: Explain to students that they will be practicing a reading strategy called "Making Connections" as they listen to the story.

Read Aloud and Discussion (30 minutes)

1. Read Aloud: Begin reading “A Bear in War.” Pause occasionally to model the connection strategy. For example: "This reminds me of a poppy I wore last year on Remembrance Day."
2. Interactive Engagement: Encourage students to signal (maybe with a show of hand or thumbs up) when they think of connections during the reading.
3. Think-Pair-Share Activity: After critical parts of the story, ask students to think of a connection, pair up with a partner, and share their thoughts. Highlight both different kinds of connections (Text-to-Self, Text-to-Text, Text-to-World).
4. Whole Class Discussion: Discuss as a class some highlighted connections and how these deepen understanding of the story. Record these on a chart paper divided into three sections for each type of connection.

Reflection and Extension Activity (10 minutes)

1. Reflection Writing: Ask students to choose one of their connections and write a short reflection in their journals:

   • How does this connection help you understand the story better?
   • How does understanding the story change how you think about Remembrance Day?

2. Independent Extension Activity:

   • Option: Design a “Remembrance Day Patch” for Teddy. It should symbolize what they learned from the story and how they see Remembrance Day. Provide art materials for students to draw their patches.
   • Option: Conduct a hands-on mini-research task: Students can explore a significant symbol of Remembrance Day and present a quick 'did you know' fact to the class the next day.

Closing (5 minutes)

• Sharing and Reflection: Invite a few students to share their reflections or patches. Discuss the diversity of connections and understandings each student brings.
• Wrap-Up Question: Ask, "How do stories like 'A Bear in War' keep the memories of the past alive for us today?" Encourage students to ponder this question as you close.

Assessment

• Observe students’ participation during discussions and their ability to make connections.
• Review students’ reflection writing for understanding of the text and connection strategy.
• Assess the creativity and thoughtfulness shown in the extension activity.

This lesson is designed not only to foster reading comprehension through strategic practice but also to imbue a sense of historical awareness and personal reflection related to Remembrance Day, aligning with both literacy and social studies components of the curriculum.