TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson

Teacher’s Name Samantha Stephen

Subject Language Arts Level/Grade Gr 3 Strand Writing/Oral

Title of the Curriculum and Assessment Plan Hero’s All Around Us!

Rationale: Briefly address:

● Your choice of Essential Question
● Your choice of the Summative Task and Assessment for Learning Tool
● How the individual lesson plans in the unit will prepare learners to successfully complete the Summative Task
● Your choice of varied instructional strategies
● The ways in which the learning situations you have created are culturally responsive, relevant, engaging, and foster student success.
● How the C&A plan reflects students’ readiness, interests, and learning profiles (as identified in the class profile) *not applicable for Fall 2020

After reading the book “Franklin and the Hero” students will be introduced to the concept of hero’s and the different ways to be a hero.
They will form their own definition of what being a hero means to them and attributes that represent being a hero. Students will then be
able to examine heroes in history, television, or other areas of life leading them into the final section where students will identify a hero in
their life. In having students reflect on what being a hero means, and identifying a hero in their life, they are able to make real and
personal connections to the lessons. Throughout the unit I have included a variety of instructional strategies such as “think, pair, and
share”, hands on activities, group discussions, writing activities and many more that balance the students doing, saying, and writing. I
chose my essential question “what is a hero and who is a hero to you” as I want to engage and hook my students. I want students to be
intrigued to answer the question for themselves. I chose my summative task as I want to give my students the freedom to work creatively,
independently, and collaboratively on a concept that relates and is reflective of them and their understanding. I also wanted hero’s to be
the theme of this unit as I wanted to work with students to reframe the stereotypical belief of what a hero is. I also wanted students to
identify someone in their life who they believe is a hero as to inspire them to be a hero as well. My hope is that in selecting a unit that
allows students to connect to their personal life, their interest, and is relevant to them, this unit will foster student success for all students.

Overall Expectation(s)

1. WRITING: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. WRITING: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for
the purpose and audience;
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
3. ORAL: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Specific Expectations

WRITING

1.2 Generate ideas about a potential topic, using a variety of strategies and resources (K/U, T)

1.3 Gather information to support ideas for writing in a variety of ways and/or for a variety of sources (K/U)

1.4 Sort ideas and information for their writing in a variety of ways (T)

2.1 Write short texts using a variety of forms (K/U)

2.5 Identify their point of view and other possible points of view on the topic, and determine if their information supports their own view (K/U,T,

ORAL

1.6 Extend understanding of oral texts by connecting the ideas to them in their own knowledge and experience; to other familiar texts; and to the
world around them (A)

2.3 Communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence (C)

2.4 Choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to
communicate their meaning accurately and engage the interest of their audience (C, A)

Essential Question What and who is a hero to you?

Achievement Chart Categories and Connection to Learning Goals

Achievement Chart Relevant Learning Goals (use Specific Expectations as your guide)
Categories

Knowledge and ● Students demonstrate their knowledge of content when they can apply the use of writing and communication
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Understanding (K/U) conventions
● Students demonstrate their understanding of content when they can relay their understanding in a variety of ways
(writing, saying, doing)

Thinking (T) ● Students use planning skills when they organize information using the organizers and handouts during lessons and
summative tasks
● Students use processing skills when summarizing their own, their partners, or groups ideas
● Students use creative and critical thinking when they participate in small, large and class group discussions, and peer
and self-evaluations

Communication (C) ● Students express and organize their ideas in oral, written, and visual forms
● Students communicate for different audiences and purposes when using different oral, written, and visual forms
● Students use the conventions of vocabulary, terminology, and grammar to effectively communicate meaning

Application (A) ● Students transfer knowledge and skills in familiar texts when they demonstrate their prior knowledge of concepts,
vocabulary, and processing and apply to new contexts
● Students make connections within and between various contexts when they apply concepts between their knowledge,
and experiences outside of school.

Summative Task (brief description + materials needed)

TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Students for this summative task will be identifying heroes in their life. They will be writing a 5-7-page paragraph
describing their hero, providing examples of why they are a hero, and what being a hero means to them. They will
then be using their paragraph to create a presentation of their hero that will be presented to the class and their hero
at, “meet my hero” day. Their presentation can be in any format they decide, it will just need to include the criteria
listed below.

Their paragraph will answer these questions:

● What does being a hero mean to you?
● Who is the hero? (Is it your mom, dad, friend, etc.)
● What are some things your hero has done that show you they are a hero? (2 examples)
● What are some attributes of your hero (5 attributes)?
Their presentation will include:
● A picture of your hero
● 1 example of when your hero did something that made them a hero
● 3 attributes of your hero
● And anything else that represents them as a hero

The materials needed for this task include:

● Access to a printer
● Pen and pencils
● Computers (if students want to make a video)
● Art material to create a poster
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson

Overview of Lessons
# Specific Learning Success Criteria Brief Description of Lesson Execution Highlight what Assessment
Expectation( Intentions (What will students (Hook, Development, Closure) Tool(s) are being used and for
s) and (What are students be able to DO by what purpose?1)
relevant learning this end of lesson?)
Achievemen lesson?)
t Chart
Categories
1. WRITING Today I will: I can: Hook: ❏ AfL
1.2 (K/U, T) ● Read as a class ● Identify why ● Read as a class “Franklin and the Hero” ❏ AaL
2.5 (K/U, T) “Franklin and Franklin was a ❏ AoL
the Hero” hero Development:
ORAL ● Think, pair, and ● Use a mind map ● Class discussion about what it means to be Brief description:
2.3 (C) share to discuss to brainstorm a hero, formulating attributes that ● Wall check in allows the
2.4 (C, A) why Franklin attributes of a represent hero characteristics, creating teacher to determine how
was a hero hero definition of hero. comfortable and confident the
● Use my ● Define what ○ Think, pair and share: students students are with the lesson.
understanding being a hero using a handout with identify If many students are on the
of why Franklin means to me why they think franklin was a left and back wall the teacher
was a hero to ● Participate in hero, why their partner thinks will need to revisit the lesson
brainstorm group discussion franklin is a hero and come up ● Teacher observation: during
attributes of a to share my with an answer together the small group discussion
hero definition of a ○ Students will then be put into the teacher should observe
● Define what hero small groups to create a mind the student’s participation
being a hero map of attributes they identify and record on an observation
means of a hero (on large chart sheet
● Discuss with paper)

1 -AfL: Assessment for learning: assessment designed primarily to promote learning- it includes both initial or diagnostic assessment and formative assessment. (Cooper 2010) Examples: exit cards,
early drafts, self & peer assessment, conferencing, feedback log, traffic lights, temporary grades, anecdotal descriptions/rubrics, checklists.
-Assessment Tool: “The instrument that is created or selected to record assessment data” (Cooper, 2007, p.99)
Examples: Anecdotal record, rubric, anchors, rating scale, scoring guide, checklists, marking scheme, grades, etc.
- AaL: Assessment as learning: “is a metacognitive process in which students take ownership for improving their own learning” (Earl, 2003, p.2)
Examples: goal setting, reflective moments, journals, anecdotal descriptions/rubrics, checklists
- AoL: Assessment of learning: is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often
known as summative (or culminating) assessments.
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
the class the ○ The teacher will make a list of
definition of a all the attributes that groups
hero discussed

Closure:
● Using their reasoning as to why
they believe Franklin was a hero
during the think, pair, and share,
as well as the attributes they
discussed in their small groups,
students will come up with their
own definition of what being a
hero means
● Students will then have the
opportunity to share their
definition with the class if they
would like
● They will write their definition on
a piece of paper that they can
decorate that will be posted on the
class wall
● Wall check in: before exiting the class,
students will move to a wall indicating
how they are feeling about the lesson
○ Front wall (Confident): I
understand
○ Right wall (Good): I mostly
understand
○ Left wall (Confused): I do not
really understand
○ Back wall (Lost): I do not
understand anything
2. WRITING Today I will: I can: Hook: ❏ AfL
1.4 (T) ● Represent five ● Write five ● Body cut outs will be laid out on desks ❏ AaL
2.1 (K/U) attributes of a sentences with colouring materials. Students are ❏ AoL
2.5 (K/U, T) hero explaining my asked to select five adjectives/attributes
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
● Explain why I attributes that I from the list that was created in the prior Brief description:
ORAL choose those have chosen lesson, that to them represent a hero most. ● The student’s hero cut outs
2.3 (C) attributes using ● Show that I Students will then write or represent and sentences will allow the
2.4 (C, A) sentences understand my through drawings those attributes on their teacher to gain insight into
● Share my hero classmate’s hero body cut out. the students understanding of
with a by identifying ● A list of success criteria is written on the the lesson
classmate and similarities and board identifying to the students what they ● Sharing and discussing with a
listen to their differences by need to include in their hero cut out. partner gives the students to
attributes of a sharing with the opportunity to think about
hero class Development: their reasoning and how well
● Identify ● Identify ● On the back of their body cut out students they understand the concepts
similarities and something I will write five sentences explaining their in the lesson
differences liked about my reason for selecting each attribute. ● Teacher observation: during
between my partners hero Students will then “pair and share” with a the hero cut out creation and
partners hero that was partner. think, pair, share activity the
different from teacher should observe the
mine Closure: student’s participation and
● Students will then share with the class work. Observations can be
something that was similar and something recorded on an observation
that was different within their partner's sheet.
hero and why they liked the difference.
3. WRITING Today I will: I can: Hook: ❏ AfL
1.2 (K/U, T) ● Work with a ● Research a hero ● Chart paper and markers are laid out on ❏ AaL
1.3 (K/U) partner to in real life, desks with an iPad ❏ AoL
1.4 (T) research a hero fiction, or from ● Students will be divided into pairs (this
2.1 (K/U) ● Write 5 history can be done by ability-grouping, random, Brief description:
sentences ● Explain why this or self-selected) ● The research task, allows the
ORAL explaining why person is a hero ● Re-visit Franklin text, talking about how teacher to gain insight on
1.6 (A) this person is a using 5 he was a hero who/what the students
2.3 (C) hero (relating sentences ● The teacher will explain to the students understand a hero to be
2.4 (C, A) back to the ● Present our what they will be doing with the chart ● The presentation of the
attributes we work to the class paper (researching heroes in real life, students work, allows the
identified as a ● Identify history or fiction) students to further reflect on
class) something new i their idea of a hero
● Present to the learned from Development: ● Writing the five sentences
class the hero other groups ● Students will research heroes in real about their hero allows the
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
we researched research life or movies. They are free to select teacher to assess their
presentation any hero from history, movies, understanding and writing
television, or real life. short texts skills
● The students will then write 5 ● Sharing their work with the
sentences on the chart paper class allows the students to
explaining why they believe their challenge their point of view
person they selected is a hero. and learn something new
● Students are free to decorate their from their peers
chart paper with pictures that further ● Teacher observation: during
explain why their person they the research the teacher can
researched is a hero move between groups
observing their work and
Closure: participation. The teacher can
● Pairs will then share their work with the observe the students work
class. The students listening to the further during the
presentation will share something new presentations and
they learned from their presentation observations can be recorded
on an observation chart
4. WRITING Today I will: I can: Hook: ❏ AfL
1.2 (K/U, T) ● Identify a hero ● Identify a hero ● Post the chart paper the students created ❏ AaL
1.3 (K/U) in my life by in my life about the hero they researched from the ❏ AoL
1.4 (T) brainstorming ● Brainstorm previous lesson. This will provide the
potential point form notes students with examples and inspiration Brief description:
ORAL individuals in about why this when looking for a hero in their life ● Thumbs up thumbs down
1.6 (A) my life person is a hero activity allows the teacher to
● Write point in my life using Development: understand the student's
form notes attributes and ● Students will make a list of people in their readiness to move forward
examples of life they believe are heroes with the summative task. If
situations when ● They will select one of those individuals the majority of students have
this person was to use in their summative task their thumbs down, then the
a hero, what it ● Students will brainstorm and make point teacher knows to revisit
means to be a form notes about why that person is a hero previous lessons and provide
hero to me, and more examples for the
why I think this Closure: students.
person is a hero. ● Thumbs up, thumbs down. The teacher
will ask the students to raise their thumb
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
up if they have identified a hero in their
life and feel good about moving one. The
teacher will ask the students to put their
thumbs down if they are having difficulty
identifying a hero in their life and need
more examples.
5. WRITING Today I will: I can: Hook: ❏ AfL
1.2 (K/U, T) ● Write 5-7 ● Write sentences ● Relaxing music will be playing, ❏ AaL
1.3 (K/U) sentences about my hero headphones laid out on desks for students ❏ AoL
1.4 (T) explaining why ● Provide who want to work in a quiet space
2.1 (K/U) this person in feedback to a Brief description:
my life is a partner’s work Development: ● The success criteria allow the
hero about their hero ● Students will be working on creating teacher to provide feedback
● Share my work ● Feedback sentences that explain why the person in to the students during the
with a partner success criteria: their life is a hero lesson
for feedback Student has Closure: ● The success criteria also
● Provide identified a ● Students will share their work with a allow the students to self-
feedback to my hero, student has partner so that they can get peer feedback assess and assess their
partners work identified about their work partners work
attributes about ● Students will also provide feedback to a ● Teacher observation: the
their hero, partner using the success criteria teacher can walk around
student has used making sure that students
examples of know they can ask questions
situations when whenever they need help
the person did ● The teacher can observe
heroesk things, student participation during
student have feedback time, and can
written at least 5 observe student work using
sentences the success criteria

6. WRITING Today I will: I can: Hook: ❏ AfL

1.4 (T) ● Edit my work ● Use my peer’s ● Students can watch the franklin episode of ❏ AaL
2.1 (K/U) based on my edits and the book they read at the beginning of the ❏ AoL
2.5 (K/U, T) peer’s feedback feedback to unit (Franklin and the hero)
● Write a write my ● This will break up the amount of writing Brief description:
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
ORAL paragraph paragraph about and provide them with motivation as they ● The teacher can observe the
1.6 (A) ● Start my hero work on their summative task students working on their
brainstorming ● Write my paragraphs to gain insight on
my presentation paragraph using Development: their writing skills and
of my hero 5-7 sentences ● Students will use the feedback from their communication of their point
● Include in my peers on their sentences to create a short of view
paragraph paragraph about their hero and explanation ● The class discussion will
examples of ● Students will start brainstorming ideas of provide the teacher with a
situations when how they would like to present their hero better understanding of
this person was (poster board, video, letter, dance) concerns and struggles any
a hero, what it students may have about the
means to be a Closure: summative task
hero to me, and ● Class discussion: students can raise their
why I think this hand and share with the class any ideas,
person is a hero. celebrations, or concerns they may have
● Brainstorm about the assignment
ideas for my
presentation

7. WRITING Today I will: I can: Work Period: ❏ AfL

1.2 (K/U, T) ● Plan my ● Use the ● Students will be working on their ❏ AaL
2.5 (K/U, T) presentatio graphic presentation of their summative task ❏ AoL
n for my organizer to ● The goal for this class is to have
ORAL summative plan my students plan and create their Brief description:
1.6 (A) task presentation presentation on their hero Thumbs up
2.3 (C) ● Use my Closure: ● The thumbs up check in
2.4 (C, A) paragraph I ● Thumbs up, thumbs down. The teacher allows students to think about
wrote about will ask the students to raise their thumb how they are progressing in
my hero as up if they feel good about their their summative task.
I create my presentation and have a good plan. The
presentation teacher will ask the students to put their
● Collect thumbs down if they are having difficulty
resources I planning their presentation and need more
need for my time/help.
presentation
(pictures,
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
crafts etc.)
8. WRITING Today I will: Today I can: Work Period: ❏ AfL
2.5 (K/U, T) ● Finish my ● Completed ● Students have the period to work on their ❏ AaL
presentatio my summative task. ❏ AoL
ORAL n (poster presentation ● The goal for this period is for the students
1.6 (A) board, ● Listen to a to practice presenting their summative task Brief description:
2.3 (C) video, peer’s presentation in front of a small group (2 Teacher observation
2.4 (C, A) letter) presentation other people). ● During the work period the
● Practice and provide ● Each group member will have an teacher should observe the
presenting them with opportunity to practice and present their student’s participation.
with a feedback presentation, while the other group Students participation can be
partner and give at members provide specific feedback for recorded on an observation
least one improvement. sheet.
(1) example ● Group members will give at least one (1)
of example of something that can be Sentence Stems Exit Card
something improved and one (1) example of ● The quality of the answers on
that can be something well that the presenter did. the exit card allows the
improved teacher to gain insight into
(ex: “this Closure: the students’ understanding
part of your ● Sentence Stems Exit Card of the summative task so far.
presentation ○ On the exit card provided, students will ● The Exit Card questions give
was finish these sentences: students the opportunity to
unclear. I ■ “Today, I am proud that I …” think about their own
didn’t ■ “During my presentation learning and think about how
understand” tomorrow, I would like to …” they could improve their
) and one ■ “Something I saw or heard today summative task.
(1) example that I liked was…”
of ■ “One (1) way I can improve my
something presentation is…”
they did
well (ex: “I
liked how
you said
“this” with
emotion”).
● Receive
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
feedback
about my
presentation
from my
peer group

9. WRITING Today I will: Today I can: Summative Task Presentations ❏ AfL

1.2 (K/U, T) ● present my hero ● Present ● Students will present their summative task ❏ AaL
1.3 (K/U) as a part of my presentation to poster board to the class. ❏ AoL
1.4 (T) summative the class. ● Students will hand in their paragraph
2.1 (K/U) task. ● Hand in my about their hero, after presenting to the Brief description:
2.5 (K/U, T) ● Hand in my written class
completed paragraph about ● These will be evaluated summatively Summative Task Presentation
ORAL paragraph about my hero using the rubric. ● The poster board
1.6 (A) my hero ● Listen to my presentations will be
2.3 (C) ● listen to my classmates' Closure evaluated according to the
2.4 (C, A) classmates’ presentations ● Students will write on a cue card their rubric provided with the
poster board and show that I biggest takeaway from the summative summative task description.
presentations. am listening by task. These will then be posted on the
using non-verbal bulletin board in the classroom for The cue card takeaway will
communication students to see and reflect on for the allow the teacher to gain insight
strategies (ex: rest of the year into the students’ understanding
looking at the of the summative tasks and
presenter, lessons, as well as the most
nodding my memorable aspects (which can
head…) be repeated) or perhaps things to
improve for the next time. It also
gives students the opportunity to
think about their own learning
and think about the most
memorable or least favourite
aspects of the summative task
and lessons. They can voice
their opinions to their teacher.

Reference List
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
● https://www.youtube.com/watch?v=fRPaRpW0Fe8
● https://franklin.fandom.com/wiki/Franklin_the_Hero
● http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
Appendix List
● Appendix A: Summative Task Instructions for Students
● Appendix B: Summative Task Evaluation Tool (Rubric)
● Appendix C: Introductory Lesson Plan
● Appendix D: Rationale
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Appendix A: Summative Task Instructions for Students

Instructions for students- (I will be verbally explaining the task as well as providing them a hand out they can reference throughout the task)
Now that we have identified attributes of a hero, defined what it means to be a hero, and researched heroes in fiction, history, and real life, you are
going to identify a hero in your life! This could be anyone in your life, your mom, dad, brother, cousin, neighbor, grocery store clerk, friend, anyone
in your life! We will then be having a presentation day where you can invite your hero to come to class!

For this task you are asked to write a paragraph about your hero and then present your hero in any format you wish. Your presentation can be a
poster, PowerPoint, video, dance, anything that you decide.

Success Criteria of your paragraph

The paragraph you are to write will need to answer the following questions (please use 5-7 sentences)
● What does being a hero mean to you?
● Who is the hero? (Is it your mom, dad, friend, etc.)
● What are some things your hero has done that show you they are a hero? (2 examples)
● What are some attributes of your hero (5 attributes)?

Success criteria of your presentation

The purpose of your presentation is to represent your hero to the class and guests. In your presentation you will need to identify
● A picture of your hero
● 1 example of when your hero did something that made them a hero
● 3 attributes of your hero
● Answers the four questions included in your paragraph
● And anything else that represents them as a hero
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Graphic Organizer for Summative task Presentation Planning

How will I be presenting (circle)

● Poster
● Video
● Brochure
● PowerPoint
● Letter
● Dance
● Other (please specify)

What are the requirements my presentation needs?

What picture will I be including of my hero and how will it be included?

What materials do I need to make my presentation?

TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
What additional things will I include in my presentation?

How will I make my presentation stand out?

What will my presentation look like? (if doing a poster/brochure)

TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Appendix B: Summative Task Evaluation Tool (Rubric)
Rubric for:
Criteria (Overall Expectations) Incomplete / R Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding (K/U) & Thinking (T)

Student does not Student minimally Student somewhat Student uses point Student uses point
WRITING: use point form uses point form uses point form form notes and/or form notes with
notes and/or does notes and/or notes and/or brainstorms ideas great effectiveness
1. generate, gather, and organize not brainstorm minimally somewhat about a hero in and/or brainstorms
ideas and information to write for ideas about a hero brainstorms ideas brainstorms ideas their life. The ideas about a hero
an intended purpose and in their life. The about a hero in about a hero in paragraph answers in their life with
audience; paragraph their life. The their life. The the questions great effectiveness.
response does not paragraph paragraph provided. The paragraph
answer the minimally answers somewhat answers exceeds answering
questions the questions the questions the questions
provided. provided. provided. provided.
For this task it means: using my
point formed notes and
brainstormed ideas to write a
paragraph about a hero in my life,
answering the questions provided.

Student does not Student minimally Student somewhat Student takes into Student not only
WRITING: take into takes into takes into consideration takes into
consideration consideration consideration feedback from consideration,
2. draft and revise their writing, feedback from feedback from feedback from peers. Useful feedback from
using a variety of informational, peers. Useful peers. Useful peers. Useful feedback was peers and uses
literary, and graphic forms and feedback was feedback was feedback was used. useful feedback
stylistic elements appropriate for ignored. minimally used. somewhat used. but also asks
another peer for
the purpose and audience;
feedback.
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson

For this task it means: taking into

consideration feedback from my
peer evaluation to write a paragraph
about a hero in my life.

Communication (C) & Application (A)

The student does Student creates a Student creates a Student creates a Student creates a
ORAL: not create a presentation presentation presentation presentation
presentation support that meets support that meets support that meets support that meets
3. use speaking skills and strategies support. the success criteria the success criteria the success criteria the success criteria
appropriately to communicate with limited with some with considerable with a high degree
with different audiences for a Student does not effectiveness. effectiveness. effectiveness of effectiveness
variety of purposes; present to the
class. Student presents Student presents Student presents Student presents
clearly to the class clearly to the class clearly to the class clearly to the class
using appropriate using appropriate using appropriate using appropriate
eye contact, pace, eye contact, pace, eye contact, pace, eye contact, pace,
For this task it means: answering and volume with and volume with and volume with and volume with a
the questions with the support of a limited some considerable high degree of
presentation of your choice. Meets effectiveness. effectiveness. effectiveness. effectiveness.
the presentation requirements
(picture of your hero, example, etc.).
Uses effective speaking skills and
strategies (eye contact, pace,
volume)
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Appendix C: Introductory Lesson Plan

Title of Lesson Franklin and the Hero Date November 6th, 2020

C&A Plan Title Hero’s all around us Lesson # in unit 1

Subject Language Arts Grade/level 3

Strand Writing/Oral Class length (minutes) 75 minutes

Location Classroom x

Brief Description

Throughout this lesson students will be reading and discussing the book “Franklin and the Hero”The book will help guide the students towards
developing an understanding of what it means to be a hero. Students, using a chart will formulate attributes of heroes using “think, pair, and
share” discussions that will be discussed at the end with the whole class.

Lesson’s Guiding Question (What question will students be able to answer at the end?)

What does being a hero mean to you?

Overall & Specific Expectations for this Lesson (include Numbers and descriptions from Ministry documents)
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson

Writing

1.2 Generate ideas about a potential topic, using a variety of strategies and resources (K/U, T)

2.5 Identify their point of view and other possible points of view on the topic, and determine if their information supports their own view (K/U, T)

Oral

2.3 Communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence (C)

2.4 Choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to
communicate their meaning accurately and engage the interest of their audience (C, A)

Prior Knowledge Activation (Prior to this lesson, students will have...)

● Active listening skills

● Responding to and evaluating texts (1.8 express personal opinions about ideas presented in texts)
● Word choice (2.3 use words and phrases that will help convey their meaning as specifically as possible)
● Vocabulary (3.3 confirm spellings and word meanings or word choice using several different types of resources
● Interconnected skills (4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading,
viewing, and representing help in their development as writers)

Learning Intentions: “Clearly identify what students are Success criteria: “Describe in specific terms what successful attainment
expected to know and be able to do, in language that students of the learning goals looks like.”
can readily understand.” (Growing Success p. 33)
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
1. Learning Intentions Success Criteria for this Lesson: (complete phrases below)
Today I will: * I can
● Read as a class “Franklin and the Hero” ● Identify why Franklin was a hero
● Think, pair, and share to discuss why Franklin was a hero ● Use a mind map to brainstorm attributes of a hero
● Use my understanding of why Franklin was a hero to ● Define what being a hero means to me
brainstorm attributes of a hero ● Participate in group discussion to share my definition of a hero
● Define what being a hero means
● Discuss with the class the definition of a hero

2. Why?
● So that I can practice generating ideas about a topic
● So that I can practice identifying my point of view and
listen to the point of view of others
● So that I can communicate my point of view using
words and vocabulary that help my peers understand
my point of view
● So that I can work on developing skills I need for my
summative task

Work Skills and Habits Learning Environment

(Highlight those addressed in this lesson) (e.g., Student Groupings; transitions; physical set up):

Responsibility The majority of this lesson will be conducted in large group and small
Organization group discussions. The reading and initial discussion of the book will be
Independent Work done as a class. Students will then participate in a “think, pair, share”
Collaboration activity where they will discuss why they think Franklin was a hero. Then
Initiative they will be put into small groupings to brainstorm attributes of a hero
Self-Regulation using a mind map. The whole class will come together to discuss what they
come up with. Then individually students will be asked to come up with a
definition of what being a hero means to them.

Resources and Materials: Technology Integration

● Franklin and the Hero book (link below) ● If needed, students may watch the episode of Franklin and the hero
● Handout 1 (below) rather than reading the book
● Large chart paper ● Students who require assistive technology should have access to
● Coloured markers what they need (ex: FM system, speakers, headphones, computer
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
● Paper for notes, etc.)
● Pencils
Considerations for Learners with Exceptionalities (e.g.,
accommodations, modifications, extension activities for particular
learners)
● Computer to type on for students who have difficulty writing
● Ability grouping students based on same ability or mixed ability
(depending on class needs)
● More scaffolding to students who are struggling to brainstorm ideas
● More examples for students who need extra ideas
● Headphones for students to work quietly independently
● Students who need further extension can work with other students
who are struggling to define what being a hero means
● Extension for learners→ students could come up with antonyms of
their list of attributes

Resources and Materials Technology Integration

(What do you need for this lesson? (e.g., YouTube clip, chart (Will students need personal devices and/or internet connections?)
paper, markers)

tions, modifications, extension activities for particular learners)

Lesson Execution: Hook, Development and Closure

Hook: Focuses attention on the learning intention to come. Provides a framework for the learning, and examples/analogies for understanding.
Promotes interest and involvement and bridges from past lesson(s)/learning or prior knowledge.
Three Types of Hooks:
1. Orientation – introduce, motivate, focus on new learning (hook to engage the brain),
2. Transition – links prior knowledge (relevance, meaning) through examples, analogies, activities, lets the brain know that new things are
coming (novelty)
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
3. Evaluation – questions, examples, activities, quizzes, games that are student centered, evaluation will inform instruction (what do they need
to know next)

Timing (# of minutes) 15

Description of Hook: Reading Franklin and the Hero

● Read Franklin and the Hero to the students

● The students can sit where they choose as long as they are not disrupting another student and are being safe
● Discuss their thoughts of the book as a class

Development: Provides experiences that guide and support students. Introduces content that is meaningful and relevant. Challenges the
students without frustrating them. Actively engages the students. Involves a range of instructional approaches and activities. Gradual release of
responsibility is evident.

Timing (# of minutes) 40

Description of Development:

Think Pair Share Activity (20 minutes) Handout 1

● Students will use the paper provided to them to discuss why they think Franklin is a hero
● The first section of paper will ask them to write why they think Franklin is a hero, the second section asks them to write why their
partner thinks Franklin is a hero, and the final section asks them to come up with a reason they both agree on based on their answers,
why they both think Franklin is a hero
● Students will share their thoughts with the class

Small Group Discussion (20 min)

● Students will then be put into small groups to create a mind map of attributes they identify of a hero (on large chart paper)
● Each group member will have a different coloured pen to write in their contributions
● One group member from each group will be the representative and will present their mind map to the rest of the class
● The teacher will make a list of all the attributes that groups discussed on a chart that will remain on the class wall for reference
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
Closure: what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to remind students what it was that they
have learned (or should have learned) and allows you to see where the students are to assist you in planning for the next lesson. May also help
students to think about their own learning (metacognition).
Three Basic Kinds of Closure:
1. Review – students revisit, rethink, restate, synthesize/summarize their learning in a concise manner
2. Transfer – students are asked to make connections to the real world
3. Serendipity – a “teachable moment” occurs2 through a student response/question, unusual event, sudden insight or connection

Timing (# of minutes) 20

Description of Closure: Defining what a hero means

Individual Thinking (15 min)

● Using their reasoning as to why they believe Franklin was a hero during the think, pair, and share, as well as the attributes they
discussed in their small groups, students will come up with their own definition of what being a hero means
● Students will then have the opportunity to share their definition with the class if they would like
● They will write their definition on a piece of paper that they can decorate that will be posted on the class wall

Wall check in: 5

● Before exiting the class, students will move to a wall indicating how they are feeling about the lesson
○ Front wall (Confident): I understand
○ Right wall (Good): I mostly understand
○ Left wall (Confused): I do not really understand
○ Back wall (Lost): I do not understand anything

Assessment Tool (Gathering data to check for understanding)

Using bullet points, briefly describe your assessment strategies (for, as, of), the tools will you use, and for what purpose.

● Assessment FOR learning

○ Wall check in allows the teacher to determine how comfortable and confident the students are with the lesson. If many students are
on the left and back wall the teacher will need to revisit the lesson

2Be sure to plan some kind of closure activity, but also be open to weaving in a teachable moment!
TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson
○ Teacher observation: during the “think, pair, share” and small group discussion the teacher should observe the student’s
participation and record on an observation sheet. The teacher can also observe a student’s understanding of the lesson using their
definitions posted on the wall

Post Lesson Reflection: What Went Well (WWW)?

Will be completed after lesson is conducted

Post Lesson Reflection: Even Better If (EBI)?

Resources specific to this lesson: (for example, any graphic organizers, assessment tools you will be using)

● Franklin and the Hero read aloud book

○ https://www.youtube.com/watch?v=fRPaRpW0Fe8
● Franklin and the Hero episode
○ https://franklin.fandom.com/wiki/Franklin_the_Hero

Handout 1

Why Is Franklin a Hero?

I think Franklin is a hero because…...

My Partner thinks Franklin is a hero because….

TEMPLATE: Curriculum and Assessment Plan and Introductory Lesson

We think Franklin is a hero because….