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Abby Salm, Eric Trinh, Erica Barr

Lesson Plan
Grade/Subject: 1
Unit: Needs of Animals and Plants/Patterns/Dramatic Movement
Lesson Duration: 45 mins
General Learning Outcomes:
1. Develop an awareness of the body and voice as tools of communication.
2. Use patterns to describe the world and solve problems.
3. Describe some common living things, and identify needs of those living things.
Specific Learning Outcomes:
1. Observe and study the animal kingdom, the size, shape, and weight of animals, and
the ways they move and react to their environment (animal mime).
2. Students will demonstrate an understanding of repeating patterns (2-4 elements) by
describing and reproducing patterns using manipulative, diagrams, sounds, and
3. Students will observe, describe, and compare living things.

Students will:
1. Demonstrate an understanding of their specified animal through the use of controlled
movement and expressive sound.
2. Apply their knowledge of ABAB pattern formats to recreate their specified patterns.
3. Accurately describe the sound and movement characteristics of their specified animal
through re-enactment.

Key Questions:
Do students listen to and follow instruction?
What patterns did you find at home? What
did your parent know about patterns?
Do they work well in partners? In groups?
Within the worksheet:
Can students create body movements in a
o What pattern do you see here
controlled manner?
(points at worksheet)?
Watching for students ability to accurately
o What makes it a pattern?
recognize patterns
What would come next?
o Do they remember what an ABAB
Groups conversation/observation:
pattern is?
o Can you show me how youre
o Can they accurately re-enact the
doing your pattern?
specified ABAB pattern?
How can you make your
Watching for accuracy in movement and
animal look/sound more
o Height of body (e.g. snakes are
How are you going to make
low to the ground, elephants on
sure that the audience can
all fours, eagles have wings),
see and hear you at all
manner with which the body
moves (speed, weight, flight,
Listening for accurate oral descriptions
o Correct sounds (e.g. growling,
trumpeting, hissing, etc.)
Volume, accuracy
o Accurately describing the
characteristics of the animals
Formative Assessments:
Group/student discussion
Conversation with students while they rehearse their presentations

Abby Salm, Eric Trinh, Erica Barr

Resource #1: Alberta Program of Studies
Resource #2: Davies, A. (2011). Evidence of Learning. In Making classroom assessment work
(3rd ed., p. 45). Bloomington, Indiana: Solution Tree Press.


30 Worksheets (Completed)
6 poster place cards for each pattern group
Observational clipboard for writing notes

Introduction (7 min.):
Hook/Attention Grabber: Erica saunters into the class dressed in a sequined pantsuit, Michael Jackson fedora, and
white gloves as she does jazz hands and says Today is Presentation Day!
Assessment of Prior Knowledge: The students are debriefed about the take-home questions from the end of the last
class before being asked to review their knowledge about ABAB patterns as discussed in the last lesson.
Expectations for Learning and Behaviour: Students will be engaged in discussion and attentive to instruction.
Students will participate in group work and listen respectfully during group presentations.
Transition to Body: The performance task will be explained to the class. Each group will already be organized based
off of which worksheet each student received the day before, designated Group 1, Group 2, etc.. Each group will be
asked to move to their respective area in the classroom, labelled by a poster place card that has images of the animals
they will be using. Group members will be called out by name one group at a time to distribute students. The teacher
will hand back the worksheets from the previous class to each student as they leave for their groups.

Body (35 min.):

Learning Activity 1 (10 minutes):
1. Each group will rehearse acting out the pattern on their respective worksheets. Students will be given the
freedom to choose which of the two animals in the pattern they would like to be, with a maximum of two
people per animal (in groups of 4).
2. Teacher will circulate around the classroom to converse with each group individually, asking guiding
questions as outlined in the key questions above. Using this feedback, student will adjust their performance
so that they will be fully prepared to present to the class as a whole.
3. Students will be asked, one group at a time, to return to the carpet.
Learning Activity 2 (25 minutes):
1. The teacher will explain the expectations of the audience while watching the performances. This includes:
a. Sitting quietly, legs crossed
b. Listening attentively and eyes facing the performers
c. Clapping after the groups perform
2. The groups will each perform, going in order from Group 1 to Group 6. Each performance will be recorded
for future reference and assessment evidence.
Sponge Activity:
1. Pattern flash game on the SMARTBoard.
1. Observation of how students repeat and articulate the patterns presented.
2. Conversation with students as they rehearse their performances to check for understanding and direct
student work.
3. Performance task for final summative assessment. Notes will be collected during performances and rubrics
will be implemented when reviewing video evidence.

Closure (2 min.):
Consolidation/Assessment of Learning:
1. After all the groups have performed, students will regroup and debrief. Some questions that will be asked
a. What did we learn?
b. Which performance did you like best?
c. How did you feel performing in front of your classmates?

Abby Salm, Eric Trinh, Erica Barr

i. The information acquired from this discussion can help inform reflections of future uses of
this performance task and provide additional insights for formative assessment evidence.
Transition To Next Lesson: Say: Next class we will be exploring more complex patterns. Good work everyone!

*A 1-minute buffer is left for the lesson.