LESSON PLAN INFORMATION

Subject/Course: Anthropology, Psychology, Name: Sabrina Otello

Sociology
Grade: 11 Date: Thursday, November 28th, 2019
Topic: Media and Communication Time: 10:50am-12:15pm

EXPECTATIONS: Identify overall or specific expectations from MOE documents.

 D2: Explaining Social Behaviour: Using a sociological perspective to explain how diverse factors
influence and shape social behavior.
 D3: Socialization: Use a sociological perspective to explain patterns of socialization.

LEARNING GOALS: Describe what the students are expected to learn. Share goals with students.
 For students to understand the impact that social media has on their lives. The positive and negative
impacts.
 For students to understand using a sociological lens how media has changed and some of the different
ways social media is used such as: social activism and for news going on in the city.
 To understand the role of social media and how it affects a person’s mental health and self-esteem.
SUCCESS CRITERIA: Describe from a student’s perspective what attainment of a learning goal looks like.
1. Students complete the closing activity where they create a social justice hashtag. If they can
create an effective hashtag by using the information they have learned about media and its role
in our lives then they have understood the lesson.
2. Engaging in the introduction survey by participating.

PRE-ASSESSMENT: Describe links to prior knowledge.

 In the pre-assessment, I will give each person a survey. The survey will have eight questions. The
students will not put their names on the paper. It will be completely anonymous. When they finish the
survey, they will crumple up their paper and throw them into the recycling bag that I have.
 Once each student has finished they will pick a paper out of the bag and they will now embody the
answers of the person who took the survey.
 I will ask eight questions to correlate the data such as:
If your person circled that they were on social media in the last 10 minutes then stand up. If your person circled
that they cannot function without social media continue to stand up and the rest who did not sit down. We will
then as a group analyze the data and see the correlation between those who were on social media 10 minutes
ago and those who feel they cannot live without it. If majority of those you stand up, continue to stand up we
will then realize the addiction that we have to social media.

LEARNING ENVIRONMENT: Describe the setting including groupings & management strategies.

Environment-
 In the pre-lesson the students will be throwing the paper in the recycling bag. The room layout is desks
in rows. I will walk through the rows so that the students can easily throw the papers in the bag.
 My post lesson involves group work. I will have the students work in groups around them for
convenience.
Management Considerations:-
 There could be possible excitement over throwing the papers in the bag. I will use my classroom
management skills to bring the class back to focus on completing the activity.

Lesson Template #1 1 Revised 2011

INSTRUCTION

Time Introduction (motivational steps, activation of prior knowledge

10:50- Mind on activity:
11:10
 We will begin with the survey activity. Each student will be given a survey with eight
questions. I will give the students 3-5 minutes to complete the survey and collect all the
crumpled surveys in a recycling bag.
 Then I will go around and each student will pick out a different survey and embody that
survey. The answers on that survey are now their answers.
 I will then ask the students seven different questions about correlations with the questions I
asked on the survey:
 If your person circled that they used social media in the past ten minutes and circled yes to
not being able to function without social media stand up.
 If your person circled that they do have social media and it does affect their self-esteem
stand up.
 If your person circled that they were on social media in the past 24 hours and social media
does affect their self-esteem stand up
 If your person circled that they had social media when they were 10-12 years old stand up. If
your person circled that they were on social media in the past ten minutes stand up.
 If your person circled that they had social media when they were 12-14 years old stand up. If
your person circled true that social media distracts them from their school work stand up.
 If your person circled 6ixbuzz as their news source stand up. If your person circled that they
want their news to be convenient stand up.
 If your person circled CP24 on TV stand up. If your person circled that they want news that is
current stand up.
 We will then discuss the numbers and the correlations between the questions I asked. See if
what I thought the answers would be are different or the same.
 We will begin by discussing social media and what impact social media has on our lives.
Instructional Sequence (content, teaching learning strategies)

11:10- PowerPoint presentation.

11:40
 I have a 10 slide PowerPoint where I will go through key concepts with the students and how
they are relevant to social media.
 Referred to multiple sources such as: the textbook, newspaper articles and peer reviewed
sources.

Lesson Template #1 2 Revised 2011

 Lesson conclusion
11:40-  I will divide the class into groups of 5 or 6.
12:15  The task for each group is to create a social justice movement on a social issue that I will
provide to the students. They will have to come up with a creative hashtag to support the
movement and gain media attention.
 Indigenous Rights
 Gender-Wage Gap
 Post-Secondary Tuition
 LGBTQ+ Rights
 Animal Rights
 Climate Change
 Gun Violence
 They will then post their social justice movement on Padlet and we will discuss each
movement and the hashtags.
 Discuss if they were effective or not.

ASSESSMENT (data collection) / EVALUATION (interpretation of data)

 The assessment that the students understood what we discussed was done in the closing
activity. To see what the students came up with for their hashtags and their rationale behind it.
 This generated a discussion. I went around the room to each group in front of the class and
asked them why they chose to use that specific hashtag. How the hashtag would have an
influence on people?
 Students explained why they created the hashtags and the creative process behind creating
the hashtags. Coming up with catchy slogans, using relevant slang that will attract youth,
something short and to the point, something memorable.

REFLECTION

1) Evidence of Student Learning Related to the Lesson Expectations

 Before the students left the classroom I asked them what they had learned today. One student
said they did not realize the influence that social media has on social justice movements. They
said that “they did not realize the impact that social media has with social justice issues. They
saw a new perspective of social media”. I liked how I was able to make them see a new
perspective.

Lesson Template #1 3 Revised 2011

2) Strengths of the Lesson
 The minds on activity: students were engaged in the activity. They were analyzing the
correlation between those standing with relation to the answers that were circled. We analyzed
why majority of the class had social media when they were 10-12 years old. We all think that is
very young, yet so many students had engaged with social media at that age.
 Another strength was my PowerPoint. The slides were short which allowed for a lot of
discussion while the students were taking notes. I was able to ask the students multiple
questions about what they know about social media, their news sources, benefits and
disadvantages of social media, etc.
 The final activity was a strength because each student was given the opportunity to work with
their groups on a social issue that they find relevant. They were able to get creative with their
hashtags. We then made it a competition of who has the best hashtag and why. The students
had a lot of fun.
3) Next steps to Improve Teacher Candidate Effectiveness
 I will try and be clearer with my instructions for the minds on activity. At first the students did
not understand the purpose of this activity but then when I explained it better they understood
it.

Lesson Template #1 4 Revised 2011