Grandfather Teachings Book

Curriculum Expectations

Ontario Language Arts, Grade 5, Writing:

• G1.1 Generate ideas about a potential topic and gather information to support written work.
• G2.1 Draft texts that are organized and include paragraphs with topic sentences, supporting details, and concluding sentences.
• G3.4 Use a variety of text features and formatting appropriate to purpose and audience.
• G4.2 Proofread and revise written work, focusing on sentence fluency, conventions, and clarity.

Ontario Language Arts, Grade 5, Reading Non-Fiction:

• 1.2 Identify and explain the purpose of various non-fiction text features (headings, captions, diagrams, glossaries, etc.) and their role in comprehension.
• 1.4 Use non-fiction text features to locate information and support understanding and analysis of texts.

Indigenous Education and Cultural Awareness Cross-Curricular Connections:

• Understanding and respecting the Seven Grandfather Teachings as integral Indigenous knowledge.
• Inclusion of Anishinaabemowin vocabulary to promote language preservation and cultural respect.

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Learning Goals

By the end of this 40-minute session, students will:

• Understand how to identify and purposefully incorporate at least one different non-fiction text feature on each page of their Grandfather Teachings book.
• Use non-fiction text features to enhance their writing's informational clarity and reader comprehension.
• Explore examples of non-fiction text features in Indigenous-themed texts or samples related to the Seven Grandfather Teachings.
• Begin planning where to insert text features into their existing book drafts.

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Required Materials

• Student devices with internet and Canva access (per file instructions)
• Copies of sample pages highlighting different non-fiction text features (headings, captions, sidebars, glossary entries, photos with labels, quotes, diagrams, timelines)
• Whiteboard or chart paper and markers
• Sample text and images representing Grandfather Teachings content
• Anchor chart: “Common Non-Fiction Text Features” for reference
• Printed checklist matching Ontario’s curriculum rubric from provided documents

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Lesson Outline

1. Introduction & Review (5 minutes)

• Briefly revisit where students are in their project timeline (Week 4: Adding Features). Contextualize today’s focus on adding non-fiction text features.
• Ask: “What are some text features that help you better understand a book? Why do authors use them?”
• Refer students to anchor chart and list common features: headings, captions, glossaries, diagrams, bold words, sidebars, quotes, indexes.

2. Modeling with Indigenous-Themed Examples (8 minutes)

• Project or distribute samples from Grandfather Teachings-related pages.
• Together, identify 3 different text features on these pages. Example: page title as a heading, a labelled photo of a sacred medicine, a sidebar explaining the Anishinaabemowin word.
• Discuss how each feature helps the reader—e.g., a caption gives important details about a photo, a glossary explains Indigenous terms.

3. Guided Group Activity: Feature Matching (7 minutes)

• Split class into pairs or groups of 2.
• Provide each pair with a “feature card” and a “definition/ example card” shuffled separately. Task: match the text feature with its correct purpose and an example related to their book topic.
• Debrief as a group, clarifying and adding examples specific to their Grandfather Teaching focus.

4. Independent Planning for Their Book (12 minutes)

• Students open their current Canva draft (or sketches).
• Using a planning sheet, students select which non-fiction text feature(s) they will add on each page, making sure:
  • At least 1 feature per page, ideally all different (no repeats).
  • Features align with their content (e.g., a quote page gets a pull quote; a ‘What are the Grandfather Teachings?’ page could have a glossary box).
• Teacher circulates and prompts with questions:
  • “How will this feature help your reader?”
  • “Have you included at least one Indigenous word with a glossary or pronunciation guide?”
• If time allows, students can start inserting placeholders for these features in Canva.

5. Sharing & Exit Ticket (5 minutes)

• Invite 2-3 students to share one text feature they chose and why.
• Exit ticket prompt: “Name one non-fiction text feature you will add to your Grandfather Teachings book and explain how it helps your readers understand better.” (Students write on a sticky note or digital pad and submit.)

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Assessment & Success Criteria

• Evidence in planning sheets that students have identified suitable non-fiction text features per page, no repeats, relevant to content (Ontario rubric: Text Features category).
• Participation in feature matching and discussion showing understanding of feature purposes (Reading Non-fiction expectations).
• Exit ticket responses demonstrating connection between text features and enhanced reading comprehension.
• Informal formative assessment through teacher observations and questioning during independent planning.

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Differentiation

• Provide sentence starters or frames for students struggling with the exit ticket or explanations (e.g. “I will add a __________ because it helps the reader by __________.”)
• Offer exemplar pages and Canva templates with text feature placeholders for students needing visual or structural support.
• Allow advanced students to experiment with multiple text features or multimedia integrations (e.g., QR codes linking to Anishinaabemowin pronunciation clips).

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Technology Integration & Extension Ideas

• Use Canva AI-supported tools for generating layouts, placing text features professionally.
• Incorporate AI to generate descriptive captions for images or authentic Indigenous quotes to enrich pages (respectful use with teaching on cultural appropriateness).
• Extend learning by creating an interactive glossary or hyperlinking Anishinaabemowin words to audio files within the ebook, promoting digital literacy and cultural awareness.

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This lesson engages 5th graders in purposeful, culturally rich writing and design aligned with Ontario curricula, fostering meaningful respect for Indigenous teachings and empowering students to be effective communicators with non-fiction text conventions.