Lesson Plan – 5CW Sep 23

Title of lesson Geographical Perspective of Grade Sec 5

Migration level
Subject Contemporary World Topic Population
Relevance Many of the students’ families were migrants to this country in the recent
generations; Canada is a popular destination for immigration; One of the
topics covers immigration to Quebec and Canada
Resources Projector, Google Classroom
Required
QEP Subject Area Interprets a contemporary world problem
Competencies Takes a position on a contemporary world issue
Content focus Migration in contemporary days; Factors Facilitating Migrations; Global
Migration Trends
Essential What facilitates migrations today? What are the realistic circumstances for
Question(s) migration? What does global migration trends look like?
Lesso Introduction (hook) (15 mins) Student will know:
n - Recap the content from the previous lesson(s) From previous lessons
Timin (historical aspect of migration) by correcting - Historical background of
g the workbook pages that were assigned as migration and specific cases
homework (15 mins) (Industrial revolution, urbanization,
- Check completion and correct the answers refugee crisis)
together as class
- Make connections between the last lesson(s)
(historical aspect lessons and documentary
about refugees) and today’s lesson
Development (Learning activities – step by Students will understand:
step sequential procedure): - Recognize the difference in
- Values Continuum: Should governments opinions of their classmates
discourage young workers from leaving their regarding the topic
region? (15 mins) - Understand how to make a
- Set up signs at the back of the classroom to connection to historical cases to
create a continuum of opinions (Strongly support their stances
agree, agree, disagree, strongly disagree)
- Students move to the point on the
continuum that best represents their opinion.
- Discuss why they think so; rebuttal and
support with evidences
- Use PowerPoint slides to teach the material (30 Students will do:
mins) - Listen to the lecture
- Migration in contemporary days - Take notes
- Factors Facilitating Migrations Cross Curricular Competencies:
- Global Migration Trends - Uses information (use their
- Illegal migration common knowledge and lessons
- Use analogies and visual graphics to aid from previous classes to make
understanding stances in the Values Continuum
activity)
*The slides omit the important keywords or - Exercises critical judgement
definitions (left blank); I will provide the students (make a judgement and determine
with the answers to these blanks and the their stance regarding the
students have to take notes on the hard copies discussion question in the activity)
of the PowerPoint slides they are provided with. - Adopts effective work methods
1

Closure (transition):
- Assign homework to read the workbook pages
that correspond to the content learned in class
today
(manage their time wisely to keep
up with the assigned workbook
reading)
- Uses information and
communication technology (Use
Google Classroom to upload
material and communicate with
students)
- Cooperate with others (respect
others' opinions in activity
discussion)
- Communicates appropriately
(participate in the activity
harmoniously with classmates by
listening to and respecting others'
opinions in discussion)
Broad Areas of Learning:
- Citizenship and Community Life
(discuss and debate about the
issues related to migration and
respect for diversity of migrants’
lives and their reasons behind
migration)
Universal Design for Learning/
Differentiation:
- Accommodate different learning
styles
- Provide visual maps and
graphs, provide notes to
read/write on, and explain the
ideas verbally for auditory
learners
- Involve a physical activity for
bodily-kinesthetic learners
- Provide the PowerPoint slides
(hardcopy AND upload online in
Google Classroom) beforehand so
students can preview the content
at home if needed
- Motivate students to stay focused
on lesson and take notes by
providing a limited information in
PowerPoint slide (with blanks)
- Set clear ground rules (ex. Only
one person speaks during
discussion)
FORMATIVE - Assessment FOR
learning:
- Workbook completion and
answers: motivates students to
read the workbook pages that

2
 correspond to the lesson taught in
class. The workbook reading and
questions will provide a review and
questions to synthesize content
and thoughts

FORMATIVE - Assessment AS
learning:
- Check the quality of answers
students provide in the workbook
correction and activity discussion

SUMMATIVE - Assessment OF
learning:
- Check completion and answers of
assigned workbook pages (next
class)
Professional Competencies:
PC# 1 (Professional inheritor/critic/interpreter of knowledge), 2 (use clear language of
instruction), 3 and 4 (develop and pilot learning situations), 6 (plan and organize a class), 7
(develop and implement differentiation for students in need), 10 (cooperate with members of
the teaching team (CT and Supervisor)), 11 (engage in professional development by reflecting
on my teaching)
Possible Difficulties
- Students cutting into each others’ conversations when one student is talking in the activity
discussion (Solution: set clear ground rules about respect)
- Running out of class time to cover the intended material for today’s class (Solution: leave
space for flexibility in long-term unit plan)
- Technical difficulties – unable to use the projector (Solution: use the printed hard-copies of
the PowerPoint slides and use the whiteboard)