LESSON PLAN TEMPLATE Practicum Fall 2020 St.

Georges

(Thursday April 15, 2021)

Social Studies: Chapter 4
LESSON PLAN
Class #9
Grade: 4 Lesson Title: Starting Chapter 4 Final Project (Brochures) Lesson Duration: 60 minutes

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude.

This lesson will focus on the students starting on creating small group projects (brochures). The purpose of this lesson is
for students to display what they have learned to choose a region that we have discussed and make a brochure stating
how does this place show a connection between land and the First Nation. Students won’t finish this project within one
class so they will have an additional class to finish it, and hand it in.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson

GLO /GLE SLO/SLE

Knowledge and Understanding

The Stories, Histories and Peoples of
Alberta
Students will demonstrate an understanding and
appreciation of the role of stories, history and culture
in strengthening communities and contributing to
identity and a sense of belonging.
Students will:
4.2.2 assess, critically, how the cultural and linguistic heritage
and diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
 Which First Nations originally inhabited the different areas
of the province?

 What do the stories of Aboriginal peoples tell us about their

beliefs regarding the relationship between people and the
land?

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words

Students will:

 Construct a creative brochure that talks about how does this place show a connection between land and the First Nation.
 Identify resources, the region, the First peoples who lived in the region, and cultural significance it brings to our classroom.
 Describe how the resources were used, and their significance.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: apply, analysis contrast, express, appreciate. Be clear on what type of
knowledge/skill/attitudes that students are develop and expecting them to do. This informs the types of questions you develop. Guiding questions must support this and
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provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..

 How many regions did we discuss throughout Chapter 4?

 What region are you and your partner going to choose?
 What resources did that region have?
 What First Nations group lived there?
 Did they have any hunting methods?
 What did they hunt?
 How are you and your partner going to design your brochure?
 What colours are you going to use?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.
If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.

Resource #1: https://drive.google.com/file/d/1z788b3yUEbMBNJHlINh4sDTdBVAgoed5/view

Resource #2: https://www.wikihow.com/Make-a-Brochure-for-a-School-Project

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

 30 white papers
 pencil crayons
 an example
 crayons
 textbooks (30)

Lesson Procedures

Introduction (10 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section. This can be written in point form

 Students will be reminded that today they will be starting their brochure projects today.
 The teacher will have reminders about what they’ll need in their brochures on the smartboard, and will go over who is what
group.
 The teacher will let students pick their own groups on either 2 or 3, and write them down.
 The teacher will also take that time to give the students an opportunity to ask any questions they may be wondering about.
 Needs:
 At least 3 images (drawn)
 No markers
 Split up the work one person write the information, 2 person draws the images
 Take time to organize how they want they brochure to look.
 Neat hand writing (needs to be readable)

Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. Lesson body there should be a least two Formative Assessments Type/Name:
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activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As Well you are not
Where Assessment Occurs:
narrating, rather you are describing the activity, the learning, critical information to carry out the lesson. Any questions
you have developed to use during the learning, to facilitate discussion for instance are to be written directly into the
lesson description.  Thumbs up or thumbs down: students
raise their hands up if they understand
Activity #1: Construction of Brochure [small group learning] (30 what is happening or raise their thumbs
minutes) down if they are confused.
 Whole group questioning: the teacher
 The students will be handed their pieces of paper, and be give the students time to ask questions
shown how to fold their papers. about the project that confuses them.
 Students will also be told that if their work is “sloppy” then
they will restart their project. They will have today, and
Friday (April 16, 2021) to work on this project, but must hand
it in at the end of next class.
 The teacher will walk around checking on students’ progress Differentiation: Indicate in brief sentence areas
of differentiation.
of their brochure.
 Small group project: Split up the work one
person write the information 2 person draws
the images. Students who have trouble
writing have the opportunity to draw the
images instead of writing it out. They can still
help out and participate.

Consolidating (5) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they haven't you will
need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson can act
also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide
clear steps and indicate process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson

 Students will have a couple minutes to share what region they have chosen, and how they are designing
their brochure so far.

Clean up (5) mins

 Student will have 5 minutes to put their materials away and get ready for next class.
 If students are and aren’t listening, then the teacher will eraser a letter from the board.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes