First Lesson Plan for PS1
C & I Lesson Plan
Name: Kyle Cantelon Grade/Subject: Grade 5 Social Studies
Topic: Canada: Shaping and Identity Date: September 27, 2012
Length of Lesson: 45 mins
General Learning Outcomes
(P.O.S)
General Outcome 5.3 – Canada: Shaping and Identity
· Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
Specific Learning Outcomes
(P.O.S)
Specific Outcome 5.3.3 (Knowledge and Understanding):
· Students will assess, critically, how the Famous Five brought about change in Canada by exploring and reflecting upon the following questions and issues:
o Who were the Famous Five?
o How did they identify the need for change in Canadian laws?
o How did the changes brought on by their actions affect individual rights in Canada?
Learning Objectives
Students will:
1. Identify the members of the Famous Five.
2. Demonstrate an understanding of the changes they helped to identify in Canadian Laws.
3. Develop a foundation for the understanding of how these changes affected individual rights in Canada.
a. i.e. what evidence of these changes are still evident in today’s world.
Materials
· Poster board – 5 sheets
· Colouring tools
o Markers
o Pencil crayons
o etc.
Procedure
Introduction
(10 min)
Review:
1. Begin PowerPoint slideshow, review questions from last class are on display. Students just have a couple minutes to work on them.
2. Answer questions as a class. Call on specific students to answer a few of them. If I was sure some were struggling last day I may ask them specifically to double check they are following along.
3. Move on to today’s slideshow when satisfied with students grasp on past concepts.
Hook: Superhero Theme
· Begin with a series of questions to get the student’s excited about the topic.
a. By a show of hands, who can name a superhero?
b. Do you know where that superhero is from/lives/works?
c. How about superhero teams?
d. Where are they from/work/live?
e. Can you think of any Canadian Superhero’s?
f. Has anyone ever heard of the “Famous Five”?
Transition to Body: Today we are going to learn about the “Famous Five”. Who they were, what they did and why they were so important.
Behavioural Expectations:
Students allowed some minor socializing but should begin answering questions individually on a piece of lined paper.
Behavioural Expectations:
Students will answer questions by raising hands and waiting to be called upon.
Formative Assessment:
I will be able to tell if my hook has worked by student’s body language and enthusiasm in answering my superhero themed questions.
Body of Lesson
(32 mins)
Learning Activity: Superhero Brainstorming (5 mins)
Questions to help stimulate discussion in direction of future assignment:
· What do superheros do?
· Do they help people?
· How do they help people?
· Do superheroes HAVE to have super powers?
· Students answers will be written down on the board and saved for a future assignment.
Learning Activity: PowerPoint Slideshow Lecture (15 mins)
1. Slide1 - Introduce the Famous Five to the class. Tell them who the five were. Personal background on them.
2. Slide 2 – introduce the situation that they came into. (i.e. minimal women’s rights.)
3. Slide 3, 4, 5 – describe what they ended up doing as a group and why it is so important.
a. i.e. how they identified the need for change in Canada
4. Slide 6 – describe and show how they’re actions affected civil rights in Canada.
a. Ask students to think about other famous Canadians.
i. Maybe a mayor in town for example.
5. Slide 7 – Leave two questions on display: Can we see any evidence that these types of changes still exist in Canada today? Examples. Were the Famous Five Superheroes? Why?
Learning Activity: Peer Discussion Groups (12mins)
· Students will number themselves off 1-5 all around the room. Ones will go together, twos and so forth.
· In their groups the students are too answer the questions left on display to the best of their abilities.
· Students may use any source necessary. Notes, laptops, etc.
· At the 7 or 8 minute mark get students attention and then have each group share a few things they came up with.
Behavioural Expectations:
Teacher will record students brainstorm at the front of the class on large paper. Students may call out answers, but if the class starts to get unruly we will revert to hand raising.
Formative Assessment:
I will be able to tell if the students are engaged and interested in our topic by their excitement in thinking “what makes a superhero”.
Behavioural Expectations:
Students will listen quietly, raising their hand if they have a question and jotting down some notes from the slides as well as from my lecture. As the students are still quite young I will be sure to point out things I say that may be important for them to write down.
Formative Assessment:
Students will display curiosity on the participation slides and I will be able to gauge their knowledge base with “changes we still see today”.
Observe: I will roam around the classroom answering questions, keeping groups on the right track and the students on task. I will also jot down the groups so I do not forget for the next day.
Closure
(3 mins)
Consolidation/Assessment of Learning:
· Exit cards – “my favourite member of the famous five, another ‘famous’ Canadian, what I am excited to learn still”
Transition to Next Lesson:
· Next day, in our groups we are going to develop posters on each member of the famous five and what they contributed to the cause.
Formative Assessment:
Collect, read over, and reflect on students exit cards. Adjust current plan and future plans as necessary.
Name: Kyle Cantelon Grade/Subject: Grade 5 Social Studies
Topic: Canada: Shaping and Identity Date: September 27, 2012
Length of Lesson: 45 mins
General Learning Outcomes
(P.O.S)
General Outcome 5.3 – Canada: Shaping and Identity
· Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
Specific Learning Outcomes
(P.O.S)
Specific Outcome 5.3.3 (Knowledge and Understanding):
· Students will assess, critically, how the Famous Five brought about change in Canada by exploring and reflecting upon the following questions and issues:
o Who were the Famous Five?
o How did they identify the need for change in Canadian laws?
o How did the changes brought on by their actions affect individual rights in Canada?
Learning Objectives
Students will:
1. Identify the members of the Famous Five.
2. Demonstrate an understanding of the changes they helped to identify in Canadian Laws.
3. Develop a foundation for the understanding of how these changes affected individual rights in Canada.
a. i.e. what evidence of these changes are still evident in today’s world.
Materials
· Poster board – 5 sheets
· Colouring tools
o Markers
o Pencil crayons
o etc.
Procedure
Introduction
(10 min)
Review:
1. Begin PowerPoint slideshow, review questions from last class are on display. Students just have a couple minutes to work on them.
2. Answer questions as a class. Call on specific students to answer a few of them. If I was sure some were struggling last day I may ask them specifically to double check they are following along.
3. Move on to today’s slideshow when satisfied with students grasp on past concepts.
Hook: Superhero Theme
· Begin with a series of questions to get the student’s excited about the topic.
a. By a show of hands, who can name a superhero?
b. Do you know where that superhero is from/lives/works?
c. How about superhero teams?
d. Where are they from/work/live?
e. Can you think of any Canadian Superhero’s?
f. Has anyone ever heard of the “Famous Five”?
Transition to Body: Today we are going to learn about the “Famous Five”. Who they were, what they did and why they were so important.
Behavioural Expectations:
Students allowed some minor socializing but should begin answering questions individually on a piece of lined paper.
Behavioural Expectations:
Students will answer questions by raising hands and waiting to be called upon.
Formative Assessment:
I will be able to tell if my hook has worked by student’s body language and enthusiasm in answering my superhero themed questions.
Body of Lesson
(32 mins)
Learning Activity: Superhero Brainstorming (5 mins)
Questions to help stimulate discussion in direction of future assignment:
· What do superheros do?
· Do they help people?
· How do they help people?
· Do superheroes HAVE to have super powers?
· Students answers will be written down on the board and saved for a future assignment.
Learning Activity: PowerPoint Slideshow Lecture (15 mins)
1. Slide1 - Introduce the Famous Five to the class. Tell them who the five were. Personal background on them.
2. Slide 2 – introduce the situation that they came into. (i.e. minimal women’s rights.)
3. Slide 3, 4, 5 – describe what they ended up doing as a group and why it is so important.
a. i.e. how they identified the need for change in Canada
4. Slide 6 – describe and show how they’re actions affected civil rights in Canada.
a. Ask students to think about other famous Canadians.
i. Maybe a mayor in town for example.
5. Slide 7 – Leave two questions on display: Can we see any evidence that these types of changes still exist in Canada today? Examples. Were the Famous Five Superheroes? Why?
Learning Activity: Peer Discussion Groups (12mins)
· Students will number themselves off 1-5 all around the room. Ones will go together, twos and so forth.
· In their groups the students are too answer the questions left on display to the best of their abilities.
· Students may use any source necessary. Notes, laptops, etc.
· At the 7 or 8 minute mark get students attention and then have each group share a few things they came up with.
Behavioural Expectations:
Teacher will record students brainstorm at the front of the class on large paper. Students may call out answers, but if the class starts to get unruly we will revert to hand raising.
Formative Assessment:
I will be able to tell if the students are engaged and interested in our topic by their excitement in thinking “what makes a superhero”.
Behavioural Expectations:
Students will listen quietly, raising their hand if they have a question and jotting down some notes from the slides as well as from my lecture. As the students are still quite young I will be sure to point out things I say that may be important for them to write down.
Formative Assessment:
Students will display curiosity on the participation slides and I will be able to gauge their knowledge base with “changes we still see today”.
Observe: I will roam around the classroom answering questions, keeping groups on the right track and the students on task. I will also jot down the groups so I do not forget for the next day.
Closure
(3 mins)
Consolidation/Assessment of Learning:
· Exit cards – “my favourite member of the famous five, another ‘famous’ Canadian, what I am excited to learn still”
Transition to Next Lesson:
· Next day, in our groups we are going to develop posters on each member of the famous five and what they contributed to the cause.
Formative Assessment:
Collect, read over, and reflect on students exit cards. Adjust current plan and future plans as necessary.