LESSON PLAN TEMPLATE

April 11th, Introduction: Death in Ice Valley - Episode 1 8

Date Lesson Title Grade Level

1 hour 1
Time in Lesson Subject English Language Arts Lesson #

Natasha Gaspar
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

General Outcome 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
• 1.1 - Discover and Explore
• 1.2 - Clarify and extend
General Outcome 2 - Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral,
print and other media texts.
• 2.1 - Use Strategies and Cues
• 2.1 - Respond to Texts

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

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

By the end of this lesson students will… Formative Assessment based on:
• Continue to make claims and inferences in regards to the Isdal Woman • Walking around the class to make sure students are filling out the
• Understand the evidence found on the crime scene of the Isdal Woman worksheet
• Assessing students on their knowledge based on participation/
answering questions in class
• Completion of worksheet/graphic organizer

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

• Laptop • Handout is available on D2L for students who require an electronic copy
• Television Screen to type
• BBC Podcast “Death in Ice Valley” • Handout is available in size 18 font for students with vision difficulties
• 30 worksheets of Episode1 handout • Students get to choose between the use of a fill in the blank/ answer
• 30 worksheets of graphic Organizer questions handout or they can use a graphic organizer to get all
• Evidence board information down
• A watch, 2 bottles, 1 rubber boot, some jewelry and an outline of a body
on classroom floor (crime scene creation).

LESSON PLAN SEQUENCE

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 What are the STUDENTS doing? How are they engaged
Approx. time
body of the lesson? What steps are taken during the lesson? while you are teaching the lesson?

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

Teacher will write on the board the agenda for class. This will Students will be listening to the order of events for class, and
consist of: silent reading and then The Isdal Woman. If students read. 10 minutes
ask about this, they will be redirected to read for now.
* Teacher will have already placed evidence around the teacher’s
desk, along with drawing an outline of the body on the ground in
front of the teacher’s desk. This needs to be completed before
class.
Teacher will wait for a student to point out the crime scene in Students will begin by reading but once the crime scene in class 15 minutes
front of the teachers’ desk (because someone will) and play along is mentioned, students will explore the crime scene by table
with it. Teacher will get students to come by table groups to groups. Teacher will ask students questions based on what they
explore the evidence; ask students what they see but to see, and then they will choose a type of worksheet before
emphasize not to touch anything because it was a crime scene. returning to their seats.
After each table group leaves, the teacher will give out one of the
two handouts (worksheet or graphic organizer).

Teacher will introduce the case of the Isdal Woman to the class;
explaining that it’s a world phenomenon and that we will be
exploring this mystery through an 8 episode podcast - what
happened to her? Who was she? How did she die?
Teacher will read the first 4 questions of the handout that students
should be listening for. Teacher will put on the 32 minute
podcast, and remind students that the podcast will be pause after
every few questions so the class can take them up together.
Students will listen to the introduction and share the evidence 5 minutes
that was found at the crime scene earlier.
Students will listen to the podcast, and write down key details 32 minutes
from the podcast. Students will participate in answering the
questions from the handout once teacher takes them up every few
questions.

Teacher will make sure to pause podcast throughout the duration

once every few questions of the podcast are answered. Once
teacher takes them up, teacher will write answers on the board so
students can copy.

Students will write down keys points that they’ve missed, 10 minutes
Teacher will ask students about key points/ details presented in
participate in the discussion and add to the evidence board in
the podcast about the investigation.
their table groups.

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

Conclusion: Teacher will remind students to put their worksheet Students will put their worksheet in their binder and listen to 1 minute
in their binder. Teacher will explain to students what they will be instructions for next period.
expecting for next class.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Once the lesson ends, the teacher will touch on the importance of understanding the evidence presented in the podcast. This is crucial for students as
they continue to make claims about the mystery around the Isdal Woman.

PRE-SERVICE TEACHER SELF-REFLECTION

I am surprised to see how well this lesson went. I was aware that both classes really enjoyed podcasts from Week 1, but each student was thoroughly
captivated once we introduced the crime scene to the class. I thought of creating a crime scene in our classroom so it acts as a hook/captivating
introduction for the upcoming unit on the Isdal Woman; students were extremely curious right off of the bat — who did this stuff belong to, and why
were they there? When inviting each table group to study the crime scene, they each tiptoed around the evidence and the drawing of an outlined body -
this made me excited as the students were taking this activity seriously and were also going along with it! They were acting as if they were their own
detectives and they did not even know for what yet. Once the podcast was introduced, students cheered with joy because they loved listening to
podcasts but I challenged them to work towards solving one of the most intriguing mysteries in Norway — the disappearance and death of an
unidentified woman — the Isdal Woman. Students were given worksheets and graphic organizers in which allowed them to make connections between
what’s happened in episode 1 of the podcast. At this time, students have a strong sense of understanding of the evidence, people involved, dates/
timeline and settings of events that have been presented in episode 1. It is their responsibility to take the information provided, and jot in down in their
respected worksheets. After every 4 questions, we will take them up together to ensure that everyone is on the same page. During the podcast, I was
able to walk around and see where every student was at in in their work by looking through their worksheets. If a student was stuck, I would prompt
them before taking it up as a class. For the first episode, 95% of students were captivated; to the point that they wanted to watch episode 2 that very
same day! Students had the opportunity for differentiation by choosing between which worksheet better suited their learning style. Students that
required to type, or their worksheets in bigger fonts due to their coding received that, as always.
In terms of refinement, I wish that I had not indicated on the worksheet that this was a BBC podcast. During computer time, students were already
looking up the case on the computers (that’s how excited they were).

Students were told that they will be watching 1 episode per day (maybe 2) from now until the eight episode series is complete. They do not know this
yet, but their summative assessment for this unit will be an essay in which they come up with a claim on what happened to the Isdal Woman and they
must provide evidence to support their claim.

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

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