Name: Dana Egan Cohort: C2

Lesson Plan

Lesson Title: Immigrant Communities: The Blanket Exercise Grade: 6 Date: December 12th 2018 Subject/Strand:
Language - Oral Communication Unit: Canadian Immigrants Location: Classroom 231 Times: 10:50 am -12:30 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 assessing students on their ability to present their research on an immigrant community.
This lesson fits into a unit cross-curricular with social studies where students are studying similarities and differences between
Canada and other countries. The big ideas in this lesson are for students to understand the different factors of immigration in
and out of Canada. This exercise will look at the consequences of immigration into Canada and how it affected our indigenous
communities.

Big Idea Question:

How have various communities contributed to Canada’s development and Canadian identity?

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Language
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Social Studies
A3. Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life
in, various historical and contemporary communities, including First Nations, Métis, and Inuit communities, in Canada (FOCUS
ON: Significance; Continuity and Change)

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)

Language
2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence
ideas and information (e.g., present an argument in favour of one point of view on an issue, with an opening statement,
sequence of points with supporting evidence, and summary/conclusion) (A)(C)

Social Studies
A3.5 describe significant events or developments in the history of two or more First Nations, Métis, and/or Inuit communities in
Canada (e.g., the arrival of European explorers and setters; the fur trade; the colonial/federal government’s banning of
Indigenous ceremonies and gatherings; Indigenous treaties; the reserve system; the Indian Act; residential schools; the
Gradual Civilization Act; court challenges for recognition of hunting and fishing rights; the creation of Nunavut, Nunavik, and
Nunatsiavut; the struggle by Métis and Inuit for recognition in the constitution of their rights and status; loss of language and
culture) and how these events affected the communities’ development and/or identities

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…
● How immigration affected the first nations communities in Canada.

STEP 2: ASSESSMENT

Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [x] 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:
● Show respect whilst participating in the exercise (A)(K)
● Explain how immigration affected first nations communities (C)(T)
● Make connections to the consequences of immigration to the first nation communities (A)(K)

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,
Performance (Write, Say, Do)
Do - Students will be participating in
The Blanket Exercise.
Assessment Strategy and Task for
Students-
What are the students doing to show their
learning?
Students will be demonstrating their learning
by communicating their feelings and
connections about immigration to Canada
and how that affected FNMI communities.
Assessment Tool - Instrument used
to assess; Record Keeping format
Class tracking sheet. Organized by
student name, overall expectation and
specific expectation. Check
Mark=strong understanding, O=possible
revisit, X=needs further support/does
not understand, educator will also track
the learning skill on this sheet
(independent)
STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

Students have been discussing immigration and aboriginal people.
From grade 3-5 students will have learned about aboriginal communities, early settlers and the consequences.

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
Pier 21
Irish Immigrants
Irish Famine
FNMI

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__-__11:00___ (Indicate time breakdown of

instructional elements) 10 min

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

Educator will start off the lesson with a minds on
reminder about what we have been talking
about in social studies for the last few weeks.
Possible Answers:
● Immigration
● How they shaped Canada
● The consequences of them coming to Canada
● Push/Pull Factors
Educator will make sure that important points
● Different communities
are mentioned about immigration,
consequences and contributions.

We have also touched upon the topic of

indigenous communities and how the early
settlers affected their life.
Possible Answers:
What are some ways immigration has affected
● Moved onto reserves
FNMI communities in Canada?
● Residential schools
● Lost their land
● Lost their rights, to fish etc.

Can I have someone read our learning goal?

Today I am learning…
● How immigration affected the first nations communities in Canada.
How can we know we are successful today?
I CAN:
● Show respect whilst participating in the exercise (A)(K)
 ● Explain how immigration affected first nations communities (C)(T)
● Make connections to the consequences of immigration to the first
nation communities (A)(K)

How can we work collaboratively 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

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: _11:00___-___11:30___ (Indicate time breakdown of

instructional elements) 30 min

This exercise is a very heavy one and may stir

up some emotions. I have provided kleenex if
necessary on the table at the front of the room.

This exercise provides an opportunity to view

immigration and early settlers effect on FNMI
Students will be reminded to be respectful and to take the exercise
communities, in very real ways.
seriously.
To begin, two people are designated to be the
Students will be sitting on the carpets until told otherwise.
europeans and the narrator. (Ms. Graham, Ms.
Egan).

Students will be brought through an experience as FNMI peoples who

Everyone else is an indigenous being and may
experienced residential schools, disease, loss of land etc.
find a spot on the blankets.

Students will be physically involved. Example, for those who made it out of
Some students will be handed dolls/traditional
residential schools but never made it home will be asked to stand on the
items. Some students will be handed different
outside of blanket, standing around their family, unable to return.
coloured cards. Their purpose will be revealed
as the game progresses (different effects of
immigration smallpox etc.)
Throughout the exercise, students will be
subjected to simulations of events that took
place over the course of our history. Events that
affected Canada’s FNMI communities.
Students who accept a blanket from the european will have contracted
smallpox and die.
When the residential schools begin to take students, the baby dolls will be
taken out of their hands and put on the residential school blanket. These are
a few examples.

Smallpox, land loss, residential schools and the

hardships that followed these events.

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. Students’ high order thinking will be prompted by the educators questions to
● What is the most important idea that help them think deeper about what they are doing, why they are doing it and
was generated in today’s discussion? what it means. It allows them to take responsibility for their own learning by
● Can you explain this concept in your being accountable of the knowledge they acquired and putting it to use in
own words? this activity.
● Can you draw a diagram to illustrate
this idea?
● Could you elaborate on that point?
● Can you explain what you mean?
● How do you know that?
● What do you think about the idea just
presented by your classmate?
● 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: _11:30____-___11:40____ (Indicate time breakdown
of instructional elements) 20 min

If there is time, students will share their personal

feelings throughout the game as well as their
connections to our previous content about
immigration/indigenous communities.

Did we meet our learning goal?

Today I am learning…
● How immigration affected the first nations communities in Canada.
I CAN:
● Show respect whilst participating in the exercise (A)(K)
● Explain how immigration affected first nations communities (C)(T)
How did we know we were successful in
● Make connections to the consequences of immigration to the first
learning today?
nation communities (A)(K)

I can work independently by:

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

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

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?