Name: Dana Egan Cohort: C2

Lesson Plan

Lesson Title: Immigration Grade: 6 Date: December 3rd 2018 Subject/Strand: Social Studies: Heritage and Identity Unit:
Immigration Location: Classroom 231 Times: 2:00-2:50 pm

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring
understandings?)

In the core learning activity I will be teaching students to identify different communities that immigrated to Canada. Students
will be guided to identify the cause and consequences of these communities coming Canada. This is the beginning of the
immigration unit. The big idea for students is to assess the contributions of different communities in Canada.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

A1. Application: assess contributions to Canadian identities made by various groups and communities, including First Nations,
Métis, and Inuit communities, and by various features of Canadian communities and regions (FOCUS ON: Cause and
Consequence; Patterns and Trends)

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect
to assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C);
Application(A)

A1.3 analyse some of the contributions that various settler/newcomer groups have made to Canadian identities (e.g., the
contributions of French and English communities to the development of Canada as a bilingual country, of the British to the
Canadian parliamentary system, of Chinese labourers to the construction of the transcontinental railway, of Irish and Italian
workers to the development of canal systems on the Great Lakes, of various communities to Canada’s multicultural identity)

Sample questions: “Who are the founding nations of Canada? For whom is the concept of ‘founding nations’ troubling?
Why?” “In what ways is the Canadian system of government similar to that of Great Britain? What accounts for the similarities?
Do you think Canada’s status as a constitutional monarchy is important to our identity as Canadians? Why or why not?” “What
are some ways in which people from Africa, the Caribbean, or South or East Asia have contributed to Canada and to identities
in Canada?”

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 am learning…
● About different communities that immigrated to Canada

STEP 2: ASSESSMENT

Purpose of the lesson (indicate purpose for this lesson/assessment) [x] FOR [ ] AS [ ] OF

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: evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
Indicate the Achievement Chart criteria.

I CAN:
● Name at least 3 different communities that immigrated to Canada (A)(K)
● Identify what the cause of immigration was for specific groups (A)(T)

I can work independently by:

● Independently monitors, assesses, and revise my plans to complete tasks and meet goals
● Uses class time appropriately to complete tasks
● Follow instructions with minimal supervision

Assessment Mode- Written, Oral, Assessment Strategy and Task for Assessment Tool - Instrument used
Performance (Write, Say, Do) Students- to assess; Record Keeping format
What are the students doing to show their
learning? Class tracking sheet. Organized by
student name, overall expectation and
Say - In whole group discussion, Students will be demonstrating their learning specific expectation. Check
students will be sharing their by understanding why certain communities Mark=strong understanding, O=possible
thinking about push and pull factors came to Canada. revisit, X=needs further support/does
for specific communities of not understand, educator will also track
immigrants who came to Canada. the learning skill on this sheet
(independent)
Write - Students will be writing an
exit ticket on their thoughts of Exit Ticket
challenges of immigrants

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

Students have been discussing immigration and aboriginal people.
I.E.P. program implications: Accommodations, Modifications
S: Chromebook, Grade 2 language
R: Chromebook
J: Chromebook if necessary
N: Chromebook

Differentiation: Content, Process, Product, Environment, Assessment

Process: Partner work, manipulatives present
Environment: Alternative work stations will be available to students who need quiet work space, DPA breaks, sensory breaks
for two specific students when necessary
Assessment: observations, oral responses, daily work, performance tasks

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [x] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Students will independently monitor and revise their plans to complete tasks and meet goals, use class time appropriately and
follow instructions with minimal supervision.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Aboriginal
Immigration
Immigrants
Black Loyalists
Mennonites
Syrians

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.

GEI in Literacy 4-6

Growing Success
Differentiation in Instruction
Ontario Curriculum
Computers/Chromebooks

Three Part Lesson Identify what the students are expected to think about or do.

What Teachers Do: Write the lesson What Students do: Identify what the students are expected to think
description with enough detail that another about or do (in terms of learning processes).
teacher could replicate the lesson without a
personal discussion. Prompts and guiding
questions are required in each section.

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.
Time: 10:50__-__11:05___ (Indicate time breakdown of
instructional elements) 15 min

Students will enter the classroom from snack at 10:50 am.

To begin the lesson, the educator will have a

photo of a map projected on the whiteboard.

Underneath the map, there will be six small

paragraphs that mention six different groups of
immigrants that moved to Canada, where in
Canada and what year. Students will be asked
to come up to the board and draw a line from
the paragraph to the place/places they ended
up in Canada.

Students will be given a few moments to read

the paragraphs before volunteering to draw their
lines.

Can I have someone read our learning goal?

Today I am learning…
● About different communities that immigrated to Canada

I CAN:
How can we know we are successful today?
● Name at least 3 different communities that immigrated to Canada
(A)(K)
● Identify what the cause of immigration was for specific groups (A)(T)

I can work independently by:

● Independently monitors, assesses, and revise my plans to complete
How can we work independently today?
tasks and meet goals
● Uses class time appropriately to complete tasks
● Follow instructions with minimal supervision

Action: During /Working on it (time given for each component, suggested 15-40 min)

Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _11:05___-___12:15___ (Indicate time breakdown of
instructional elements) 70 min

Possible Answers:
Who were the communities that moved to
● Mennonites
Canada from the map we just looked at?
● Russian/Jewish
● Polish
● Chinese
● Jamaican
● Ireland

Possible Answers:
What do you think some of the push and pull
● Potato famine
factors were for these groups?
● Holocaust
● War

The chinese immigrants were one of the

communities we have been talking about.

Educator will present a small slideshow on

chinese immigrants.

What were the push and pull factors for chinese

Possible Answers:
immigrants?
● War and rebellion
● Poverty
Educator will show the following video
https://www.youtube.com/watch?list=PL1848FF
9428CA9A4A&v=EE3ISzalVuo

Possible Prompt Questions: (based on

Blooms)
· Why did you choose these items?
· How did you figure that out?
· Tell me how you thought about that.
● What is the most important idea that
was generated in today’s discussion?
● Can you explain this concept in your
own words?
● Can you draw a diagram to illustrate
this idea?
● Could you elaborate on that point?
Students’ high order thinking will be prompted by the educators questions to
 ● Can you explain what you mean? help them think deeper about what they are doing, why they are doing it and
● How do you know that? what it means. It allows them to take responsibility for their own learning by
● What do you think about the idea just being accountable of the knowledge they acquired and putting it to use in
presented by your classmate? this activity.
● Do you agree or do you see the issue
differently? Explain.
● Can you think of another way to solve
that problem?
● Would you get a different result?

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.

Time: _12:15____-___12:20____ (Indicate time breakdown

of instructional elements) 20 min

Think About It …

What challenges do you think immigrants to

Canada faced in the past?

What challenges might newcomers face today?

Today I am learning…
Did we meet our learning goal?
● About different communities that immigrated to Canada
I CAN:
● Name at least 3 different communities that immigrated to Canada
(A)(K)
● Identify what the cause of immigration was for specific groups (A)(T)
How did we know we were successful in
learning today?
I can work independently by:
● Independently monitors, assesses, and revise my plans to complete
tasks and meet goals
● Uses class time appropriately to complete tasks
● Follow instructions with minimal supervision
How can we work independently today?
Extension Activities/Next Steps (where will this lesson lead to next)

The next lesson in this unit will be focused on immigrant communities in Canada. Immigrant communities inquiry project.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.

Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to
“active participants”?
3. Was my behavior
management technique effective?
Why?
4. Were students able to
transition to the next activity
successfully?
5. How does the lesson provide
a meta-cognitive opportunity for
students to address their own learning?

Instructional Strategy
1. Was my motivational
technique (hook) effective? Why?
2. What will I do to improve
questions? Was a balance between
teacher and student talk evident?
3. How did the task provide a
Rich Performance opportunity or other
way of actively demonstrating
knowledge?
4. How did I provide modeling,
guided &/or independent practice?
5. Was my behavior
management technique effective?
Why?
6. Were students able to
 transition to the next activity
successfully?

Professional Educator
1. What factors may have
influenced the success of this lesson?
Did I note and respond to these
elements appropriately?
2. How might I improve the
effectiveness of my teaching for my
next lesson?
3. What additional proactive
management step(s) should be
considered for subsequent lessons?
Why?
4. What did I learn from this
lesson about my own effectiveness as a
teacher (strengths and areas for future
improvement of communication,
planning, differentiation, implementation
and classroom organization,
management, assessment)?
5. How is my growth as a
professional being demonstrated?