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    Lesson Plan: Curriculum Connections

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    This lesson plan introduces grade 7/8 students to concepts of identity through reading an excerpt and answering questions in pairs. The teacher will introduce guest speakers, have students read and discuss the excerpt, then brainstorm what constitutes Canadian identity. The lesson connects to curriculum expectations regarding comparing lives of past and present groups in Canada. Students will learn about the importance of words and language, and describe aspects of identity. The teacher will observe students during discussion and brainstorming to assess learning.

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    Lesson Plan: Curriculum Connections

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    api-394112616
    115 views3 pages
    This lesson plan introduces grade 7/8 students to concepts of identity through reading an excerpt and answering questions in pairs. The teacher will introduce guest speakers, have students read and discuss the excerpt, then brainstorm what constitutes Canadian identity. The lesson connects to curriculum expectations regarding comparing lives of past and present groups in Canada. Students will learn about the importance of words and language, and describe aspects of identity. The teacher will observe students during discussion and brainstorming to assess learning.

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    This lesson plan introduces grade 7/8 students to concepts of identity through reading an excerpt and answering questions in pairs. The teacher will introduce guest speakers, have students read and discuss the excerpt, then brainstorm what constitutes Canadian identity. The lesson connects to curriculum expectations regarding comparing lives of past and present groups in Canada. Students will learn about the importance of words and language, and describe aspects of identity. The teacher will observe students during discussion and brainstorming to assess learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    115 views3 pages

    Lesson Plan: Curriculum Connections

    Uploaded by

    api-394112616
    This lesson plan introduces grade 7/8 students to concepts of identity through reading an excerpt and answering questions in pairs. The teacher will introduce guest speakers, have students read and discuss the excerpt, then brainstorm what constitutes Canadian identity. The lesson connects to curriculum expectations regarding comparing lives of past and present groups in Canada. Students will learn about the importance of words and language, and describe aspects of identity. The teacher will observe students during discussion and brainstorming to assess learning.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 3

    Lesson Plan

    Lesson Title: Words Matter Grade: 7/8 Date: 12 Feb 2018

    Subject: History Strand: Stolen Lives Location: Sherbrooke Time: (length in minutes): 50

    Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

    After the students have been introduced to the guest teachers they will have a brief introduction to the activity that
    they will be doing. Students will then read the excerpt from “Pimatisiwin: Walking in a Good Way” by Mary Isabelle
    Young. Student will then in pairs answer the three questions paired with the reading in pairs.. The class will then go over
    the questions together and then wrap up with a brainstorming activity where students will brainstorm what Canadian
    identity is on mind maps.
    CURRICULUM CONNECTIONS
    Ontario Curricular Overall Expectations (numbers from documents and details)
    A1. analyse aspects of the lives of various groups in Canada between 1713 and 1800, and compare them to the lives of
    people in present-day Canada (grade 7)

    B1. assess key similarities and differences between Canada in 1890– 1914 and in the present day, with reference to the
    experiences of and major challenges facing different groups and/or individuals and to some of the actions Canadians
    have taken to improve their lives (grade 8)
    Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
    necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

    A1.1 analyse key similarities and differences in social values and aspects of life between present-day Canadians and
    some different groups and/or communities in Canada between 1713 and 1800 (grade 7)

    B1.1 analyse key similarities and differences in the experiences of various groups and communities in present-day
    Canada and the same groups in Canada between 1890 and 1914 (grade 8)
    Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
    students can readily understand)

    Today I will learn…


    ● the importance and impact of words
    ● what identity is and how it affects me
    ASSESSMENT and EVALUATION
    Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
    as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

    I can: describe why language and words are important


    I can: describe what identity is
    I can: note aspects of my identity and where they come from
    Assessment – how will I know students have learned what I intended?
    Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

    Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


    Assessment For, As, Of Learning (Complete the chart below)

    Assessment Mode: Assessment Strategy Assessment Tool


    Written, Oral, Performance Specific task for students Instrument used to record data
    (Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
    map, debate, etc. etc.

    Assessment For Learning Oral Discussion Observation

    Assessment As Learning Written/Oral Question/Answer Student Handout

    Assessment Of Learning Written Brainstorming Observation

    CONSIDERATIONS FOR PLANNING


    Prior Learning: Prior to this lesson, students will have
    *this will be students first introduction to the Stolen Lives curriculum and one of their first history lessons
    *students are familiar with the concept of residential schools and some FNMI issues as a majority of the class identify as
    FNMI
    Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
    *Reading can be read aloud
    *Questions can be done as a group discussion
    Learning Skills/Work Habits
    Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

    Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

    Vocabulary (for word wall and/or to develop schema)


    ● Identity
    ● “Indian”
    ● Canadian
    ● Stereotypes
    Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
    worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
    where appropriate.
    ● Stolen Lives text,
    ● Pimatisiwin: Walking in a Good Way handout

    Learning Environment (grouping; transitions; physical set up)


    Open concept pre set

    Cross Curricular Links


    English and Social Studies

    Lesson – Delivery Format


    Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

    What Teachers Do: What Students do:

    Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


    Minds on: Motivational Hook/engagement /introduction (5-15 min)
    Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

    Guest teachers introduce themselves (icebreaker/name Students listen, ask questions, participate
    game?) (5-10 min)

    Introduce Pimatisiwin reading/questions, handout Listen, ask questions


    papers (3 min)

    Action: During /working on it (time given for each component, suggested 15-40 min)
    Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

    Circulate, answer questions, prep next activity Read and answer the provided questions, ask questions
    (20 min)

    Introduce concept of Identity (5 minutes) Listen, ask questions

    Consolidation & Connection (Reflect and Connect) (5-15 min.)


    Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

    Either:

    Using paper have students brainstorm what Canadian On a piece of paper come up with ideas of what Canadian
    identity is. identity is.

    Collect brainstorming sheet. Hand in brainstorming sheet.

    Extension Activities/Next Steps (where will this lesson lead to next)

    This lesson will lead into another lesson on Thursday with a similar theme of identity and language.
    Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
    The Lesson:

    The Teacher:

    Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

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