St.

Cyril School Social 7 Ashley Wright

LESSON PLAN

November 19- French Explorers 7

Date Lesson Title Grade Level
23, 2018
48 minutes Social 7 5
Time in Lesson 5 class periods Subject Lesson #

Ashley Wright
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

7.1.3 Compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-
Confederation Canada by exploring and reflecting upon the following questions and issues:

Who were the key figures in the French exploration and settlement of North America? (CC,LPP,TCC)

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will showcase the accomplishments Strategic Questioning
of a French explorer and have an understanding of the area the Conversations
explorer ventured through by indicating this process on a map. Discussions
Observations
Rubric- Poster expectations, written summary and oral presentation

Adapted from Wiggins, Grant & J. McTighe (1998)

St. Cyril School Social 7 Ashley Wright

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Powerpoint Review of Sections 1-4
New France, France takes an interest in North America, France
expands its Empire, and Exploring Deeper into the Continent.
Chrome books
Paper
Markers, Pens, Pencils, Rulers, Construction Paper, Glue, Tape.
Provide one to one interaction and instruction where its needed.
Facilitate discussions
Provide extra instructions
Have a choice of delivery- Students can either complete their posters
on a chrome book or do hands-on with poster paper.

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

As a class we will review a powerpoint presentation on sections 1-4. We will list the explorers we learned about.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Students will be engaged as they are asked questions on 5 min
Review sections 1-4 on powerpoint presentation.
describing key events that occurred.
Make a list of French explorers; Christopher Columbus, 5 min
Jacques Cartier, Samuel de Champlain, Etienne Brule, Pierre
Radisson, Sieur des Groseilliers, Louis Jolliet, Jacques
Marquette, Rene Robert Cavalier de la Salle.
Each explorer will be written on pieces paper and assigned Students will choose partners and choose a random slip of 5 min
to groups of two. paper with a French Explorers name.

Adapted from Wiggins, Grant & J. McTighe (1998)

St. Cyril School
Hand out instruction of assignment and the rubric.
Explain the instructions of the assignment.
Wrap up
This Weeks Events will be as follows →
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
Teacher will actively walk around and engage in conversations with the students.
Ensure they are understanding the requirements of the assignment.
Assist with necessary research.
Observe if students are using class time and research tools appropriately.
Social 7 Ashley Wright
Students will be assigned an explorers name. They will be 45 min
required to research the explorer using the internet on
chrome books. Students will design a poster presentation on
an explorer indicating their history background and
accomplishments.
Poster must include: image of the explorer, a map showing
where they explored, an explanation of challenges faced and
the person’s contributions to the growth of the colony, and
any biographical information.
Presentation: Students will be required to explain how
important this person’s exploration to the future
development of Canada was.
Students will save work and put the chrome books away. 3 min
Monday- Choose your explorer
Research Background
Research Accomplishments
Tuesday- Research Class, Determine Poster design (Paper or
Digital)
Wednesday- Design Posters: Poster must include: image of
the explorer, a map showing where they explored, an
explanation of challenges faced and the person’s
contributions to the growth of the colony, and any
biographical information.
Thursday- Written summary- Students will be required to
explain how important this person’s exploration to the future
development of Canada was.
Friday- Presentation Day
Conclusion
Adapted from Wiggins, Grant & J. McTighe (1998)
St. Cyril School Social 7 Ashley Wright

PRE-SERVICE TEACHER SELF-REFLECTION

• How do you feel your students experienced this lesson?
• How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
• How did you employ formative assessment for/of/as learning?
• Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
• Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
• What went well and what needs refinement? What might you do differently next time?
My students very much enjoyed this lesson. Throughout the process they were enthusiastic and developed an appreciation of the history they
learned. They would get so excited and start telling me and other students facts about their explorer throughout the project. Based on my
observation majority of my students were highly engaged in the assignment. Students final work were graded according to a rubric and they
also self assessed themselves as well as assessed their partner. Assessment for learning used: Strategic questioning and conversations to get
them to explore the contributions the explorers made; Assessment as learning used: oral feedback, observations, questioning and on-going
conversations; Assessment of Learning used: final presentations to the class. Grades on the posters were very good and the presentations
were done quite well.
I was successful in reaching majority of my students. I gave one on one interaction with one student who chose to work alone. I had students
come in during lunch hours to give them additional support and time to complete. Opportunities to address Indigenous knowledge was done
through the relationships some explorers had with First Nation contact. Next time I don’t think I will give the option to complete
presentations on multimedia, they will all be done on poster paper so we can display the final projects.

Adapted from Wiggins, Grant & J. McTighe (1998)

St. Cyril School Social 7 Ashley Wright

French Explorers
Instructions: In pairs you will be assigned an explorers name. You will be required to research the explorer using the internet on chrome books. You will design a poster
OR presentation on an explorer indicating their history background and accomplishments.
Poster must include: Image of the explorer, a map showing where they explored, an explanation of challenges faced and the person’s contributions to the growth of the
colony, and any biographical information. Final project may be done on Poster Paper or Computer Presentation.
Written Summary: Students will be required to submit a written summary on the importance of their explorer’s contribution to the future development of Canada.
Assessment Rubric
Total: ___/16
CATEGORY 1 2 3 4

Majority of the 2-3 of the required All but 1 of the All required content
Content required elements content are missing required content are are included on the
are missing on the on the poster. on the poster poster.
poster.

Did not use class Used some of the Used time well Used time well
Use of Class time effectively. Did time well during during class period. during class period.
Time not focus on the class period. There Moderately focused Focused on getting
project. Often was some focus on on getting the the project done.
distracted others. getting the project project done and Did not distract
done but did not distract others.
occasionally others.
distracted others.

Poster is not Poster is Poster is attractive Poster is

Attractiveness attractive or neat. acceptably in terms of design, exceptionally
attractive but it may layout and attractive in terms of
require neatness. neatness. design, layout, and
neatness.

The information is The information The information All information

not accurate or displayed on the displayed is displayed on the
Information relevant. poster is accurate accurate and poster is accurate
and relevant except relevant except and relevant.
missing 3-4 things. missing 1 or 2
things.

Adapted from Wiggins, Grant & J. McTighe (1998)