WSE WINTER 2021 LESSON PLAN TEMPLATE

Learning Consensus in the Iroquois Confederacy 6

Date April 12, 2021 Experience Grade Level
[Lesson Title]
55 minutes Social Studies 7
Time in Lesson Subject[s] Lesson #

Developed by Kylie Higgs

SECTION 1. IDENTIFY DESIRED RESULTS

RESOURCE: CH. 1-6 IN:
Wiggins, G. J. & McTighe, J. (2005). Understanding by design (2nd Edition)
Available: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3002118

Learner Outcomes from the Program of Studies

The … General Outcome for this lesson is [this would be from the Unit Plan] …

1-2 … Specific Outcomes for this lesson are…

If this lesson also connects with other subjects:

The … General Outcome[s] for this lesson is/are [from the Unit Plan] …

1-2 Specific … Outcomes for this lesson are…

Values and Attitudes

Students will:
6.2.2 value the role of participation by citizens in diverse democratic societies (C, PADM)

General Outcome 6.2.4

Students will:
• analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues:
◦ What are the advantages and disadvantages of consensus as a decision-making model for government?
◦ How did the Six Nations use the consensus-building process?

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

 Objective in student-friendly language
What will students understand/experience/appreciate
as a result of this lesson?
Based on the Specific Outcomes above, re-phrase, in
student friendly language:
By the end of this lesson students will understand how the
Six Nations used consensus and how to reach a
consensus.
By the end of this lesson students will experience making
a decision through consensus.
By the end of this lesson students will appreciate the
advantages and disadvantages of using consensus to
make decisions.
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed three formative
assessments? Do I make use of prior assessments in this lesson?
I will access prior learning [What do students already know?] for this lesson by [i.e. the K of KWL…
Resource: video further down in this lesson plan FYI …
• Asking students what they remember about the structure of the Iroquois Confederacy
• Talk about the meaning of the word ‘consensus’ to assess if they remember the definition from our
vocabulary lesson
I will employ these three formative assessments [Resource: D2L D’s Content]
Note: All formative assessment must connect with the Specific Outcome above. For example: “I will
use the thumbs up formative strategy to assess Specific Outcome #... I will record this assessment by
noting who has thumbs up/down and provide evidence of follow up by noting with date…
Consensus Worksheet
Outcomes: 6.2.4 (Students will define consensus, explain the Six Nations’ consensus building
process, and identify the advantages and disadvantages of this system)
Evidence: Worksheets will be kept and evaluated for understanding.
Observation
Outcomes: 6.2.2 (Students will demonstrate an appreciation for the role of citizens in Iroquois society,
and demonstrate an understanding of the consensus-building process through participating in it)
Evidence: I will use a checklist to quickly record if students have met these outcomes or not
throughout our decision-making scenario.
Reflection
Outcomes: 6.2.2, 6.2.4 (Students will self-evaluate and reflect on their understanding of consensus,
how the Six Nations used it, and the advantages and disadvantages of consensus)
Evidence: Reflection will be done on a Google Form and responses will be kept and evaluated for
understanding.
The Essential Question for this lesson is….[that is, the Question that encompasses all three Specific
Outcomes in student friendly language.] What does it mean to make decisions by consensus,
and what are the advantages and disadvantages of this system?
Adapted from Wiggins, Grant & J. McTighe (1998)

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

- PowerPoint Resource: https://education.alberta.ca/media/3069745/

- Google Form reflection personalizationvsdifferentiationvsindividualization.pdf
- Observation checklist
- Textbook excerpts (2 levels) I will personalize each student’s learning through these three ways…
• Students can choose their means of expression (written, typed, verbally)
• Students can choose their means of representation (reading, audio)
• Students can choose the situation they would like to reach consensus on

I will differentiate groups of students’ learning through these three ways…

• Simpler language reading excerpts
• Less questions on question sheet/reflection
• Chunking instruction/tasks

SECTION 2 LESSON PLAN SEQUENCE

RESOURCE: CH. 7-13
Wiggins, G. J. & McTighe, J. (2005). Understanding by design (2nd Edition)
Available: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooksdetail.action?docID=3002118

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Resource
https://www.youtube.com/watch?v=PvF0ON4olOc

Then:

I will activate prior knowledge through… leading a discussion about our understanding of the structure of the Iroquois Confederacy and discussing what it means
to reach a consensus. I will ask students if they have ever reached a consensus before, and ask them to tell me about the situation and process.

Also:

I will engage the students [hook them] in this lesson through… telling students that we will be using a consensus-building process to make some decisions today,
for example, what our celebration will be for my last day with the students, what they will do in gym today, what review game we should play, etc.

I will connect this lesson with prior lessons through… building off our knowledge of Canada’s federal government, where representatives are elected from all
parts of the country to make decisions on behalf of citizens, and our knowledge of Ancient Athens, where all citizens could vote directly on issues. I will explain that
the Iroquois had a different system from Canada’s and that of Ancient Athens.

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

 Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes?.

Resource: The 5E’ s model.

https://lesley.edu/article/empowering-students-the-5e-model-explained

How will you, the teacher plan… How will the students…..

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

 To engage the students? Be engaged?......

1. Tell the students what they will be learning Students will be engaged by making connections between what they already know
I will tell students that they will be learning how the Six Nations about the structure of the Iroquois Confederacy and how it compares to our previous
used the consensus-building process, and the advantages and units, such as federal/local government and Ancient Athens.
disadvantages of this system.
Students will be engaged by generating questions and curiosity about the consensus-
2. Tell the students why they are doing this [“it is in the building process, the advantages and disadvantages of consensus, and how the Six
Curriculum” and “Because in your real world this looks like/is Nations used consensus.
used ….”
I will tell the students that we are learning this not only because Students will be engaged by being able to make decisions that impact them.
it’s in the program of studies, but also, it will strengthen their
ability to make decisions and participate in government.

3. Tell the students how they will know they have learned:
“When you can answer the Essential Question [EQ]” for this
lesson
I will tell the students they will know they have learned when
they can answer our essential question, “What does it mean to
make decisions by consensus, and what are the advantages
and disadvantages of this system?” And when we can reach a
consensus as a class.

4. The W of KWL
I will ask the students what they want to know about consensus
and encourage them to generate questions about the system. If
no one has any, I will ask prompting questions like “what might
be hard about reaching consensus? How does consensus
relate to the pillars of democracy?”

5. Create a “hook” [a story/ a related current event etc./ a carry

over from a previous lesson.
I will tell students that I need help deciding what review game
we will play, what they will do in gym, and what we should do to
celebrate my last day with them, and that we are going to
decide as a class in small groups.

The opportunities for the students to explore the lesson? Explore?......

Students will be able to explore the lesson through a guided reading of Students will engage in a guided reading of the textbook to learn about what consensus
a consensus-building excerpt and working through the “Making is, and then answer the questions in their table groups to solidify their learning (what is
Decisions by Consensus” question sheet. consensus, what things are required when making decisions by consensus, etc.)

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

 The opportunities for the students to elaborate on the lesson? Elaborate?…..

Students will be able to elaborate on the lesson by participating in a Students will elaborate on the lesson by applying their new knowledge of consensus
decision-making situation in small groups, as we decide what we and consensus-building to reach a decision about what we will do as a class. They will
should do to celebrate my last day with the students, what review game work in small groups, based on a situation of their choosing, and later as a whole class,
we should play next, and what module they would like to do in gym, to reach a consensus.
and any other situations they can come up with.
The opportunities for the students to self-evaluate their learning through Self-Evaluate?……
Formative Assessment strategies aligned with the Specific Outcomes
above? Students will self-evaluate by reflecting on their understanding of consensus, their
learning, and on our decision-making process.
Students will be able to self-evaluate their learning by completing a
reflection on our consensus-building process after we decide what our
celebration will be.

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

How will you organize so that students can individually and collectively answer the EQ for this lesson?

Students will individually answer the EQ through the question sheet and reflection.

Students will collectively answer the EQ through our decision-making situation and class discussion.

How will you organize so that students can show their learning through the L of KWL

Students can show their learning through their participation in our consensus-building process, and their reflections.

How will you celebrate the learning that has happened in this lesson?

We will celebrate the learning that has happened in this lesson by using the consensus we reached to plan a celebration for my last day with the students.

PRE-SERVICE TEACHER SELF-REFLECTION

YOU WOULD COMPLETE THIS SECTION AFTER THE LESSON
Adapted from Wiggins, Grant & J. McTighe (1998)

 In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

• How do you feel your students experienced this lesson?

• How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
• How did you employ formative assessment for/of/as learning?
• Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring
accommodations?
• Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

Please adapt this lesson plan for your classroom.

However, please use this entire template for my two observations [addressing all resources and “prompts”]. This will be your Learning Task 3:
Designing for Learning: Lesson Plan for which you will receive Cr/Non Cr for the two lesson plan submission observations. Please post in DropBox

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