LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St.

Georges

The Legend of the Buffalo Stone

Assignment 3: Lesson Planning Series

Abigail Gibbons (001212111)

Ed 3501: Curriculum and Instruction

October 27th, 2021

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

LESSON PLAN #2
Grade: 4
Lesson Title: The Legend of the Buffalo Stone
Lesson Duration: 60 mins
Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the
purpose, how it is connected to the POS, what students will learn and how the lesson will conclude. See example
in Instructional video provided

This lesson serves as an introduction into how Blackfoot peoples lived with the Buffalo. The purpose of this
lesson is to have students recognize and understand the diversity between Western and Blackfoot ways of
knowing, more specifically with their connections to animals. This lesson provides an opportunity for students to
relate the Blackfoot text to their own culture through their own personal experiences and reflections. But, also to
draw connections between their own cultures and their fellow classmates’. Students will explore these connections
through the storybook called The Legend of the Buffalo Stone. By emphasizing the importance of the Blackfoot
culture, by the conclusion of this lesson, students should have developed an appreciation that strengthens
classroom community and culture, as they are learning to understand the importance of cultural diversity.
Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson.
Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is
achievable for students to learn by the end of the lesson [Maximum 1 GLO 2-3 SLO]

General Outcome 5 SLO 5.1 Respect Others and Strengthen Community

Students will listen, speak, read, write, view and Appreciate Diversity
represent to respect, support and collaborate with - *Describe similarities and differences between
others. personal and the experiences of people or characters
from various cultures portrayal in oral, print and other
media texts.

-Appreciate that responses to some oral, print or other

media texts may be different.
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 for reference
Knowledge Objectives
- Students will recognize the importance of cultural diversity.
- Students will describe the differences between Western and Blackfoot ways of knowing.
- Students will relate their personal experiences and reflections from their own culture to the text

Skill Objectives
- Students will apply the knowledge gained from the text to their own understanding of culture
- Students will create a drawing relating to their culture with implicit links to the text
- Students will compare their experiences with those of classmates
- Students will respond to the text to showcase their understanding of culture

Attitude Objectives
- Students will appreciate learning about cultural diversity
- -Students will value the process of collaborative work with their peers
Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
guiding questions guide the lesson itself and are specific questions. Guiding questions aim to provoke thinking.
Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several
guiding questions.
** See Instructional video on Inquiry and guiding questions.
Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)

What are the values of cultural diversity and how does it relate to the provided text?

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing
verbs apply, analysis contrast, express, appreciate...be clear on what type of knowledge/skill/attitudes that you
are helping students develop and expecting them to do. Guiding questions must support this and 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.

1. Can you identify the importance of the Buffalo within Blackfoot culture?
2. How can you apply this foundational knowledge to your understanding and appreciation of other cultures?
3. Can we describe how Blackfoot peoples lived with the Buffalo?
4. Can you explain how the absence of buffalo might have affected the Blackfoot peoples?
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source.
Draw on Beth's Curriculum Lab Module about assessing resources If it is on online resource provide an active
link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and
why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson

Resource #1: Welykochy, D., & Sprung, D. (2013). The Legend of the Buffalo Stone. ProQuest Ebook Central
https://ebookcentral.proquest.com/lib/uleth/detail.action?docID=5107154#
This book is a picture book and is what we based our lesson on. The story centers about how in the Blackfoot
culture the Buffalo is an animal of importance as it has helped the Blackfoot peoples survive. Students would
grasp the concepts stemming from GLO 5 and SLO 5.1 using a combination of the six ELA components from this
book.

Resource #2: Teaching Quality Standard 5(c) “using the programs of study to provide opportunities for all
students to develop a knowledge and understanding of, and respect for, the histories, cultures, languages,
contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit.”
https://open.alberta.ca/dataset/4596e0e5-bcad-4e93-a1fb-dad8e2b800d6/resource/75e96af5-8fad-4807-b99a-
f12e26d15d9f/download/edc-alberta-education-teaching-quality-standard-2018-01-17.pdf
The Teaching Quality Standard provides a framework for the important FNMI learning outcomes within lessons
and activities. Using The Legend of the Buffalo Stone, we decided to focus on TQS 5 section c, as it relates to the
text and the activity that stems from the text. After completing the read aloud, students should have developed a
knowledge and understanding of, and respect for the Blackfoot culture.
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

- The Legend of the Buffalo Stone Picture Book

- Worksheet x 30
- Keeping in mind 3 streams of differentiation (Students will already know what groups they are in
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
from previous work and assessment)
- Triangles (no base knowledge, struggles with literacy and comprehension)
- Circles (some base knowledge, can read and write effectively)
- Squares (those who need the extra challenge, extending the knowledge that they learned to
different scenarios)
- Colouring in pencils for students
Lesson Procedures

Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and

Behavior; Transition to Body. Indicate the timing for each section.

Welcome students into the classroom. Allow them to settle into their desks and remind them of the expectations
for learning and behaviour in the classroom. Reminding students to use their inside voices and to raise hands for
questions. Explain to the students the goal of today’s lesson (referencing learning objectives) such as by the end of
today’s class you will recognize the importance of cultural diversity, as we explore a picture book. (4 min)

Transition (1 min)
Formatively check students’ current status of knowledge surrounding Blackfoot tradition and culture using hands
up/hands down (ex: Who in here is familiar with Blackfoot ways of knowing?)
Body (40 min.): This is the largest part of your lesson. Write clearly and concisely. Imagine a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate
timing of each section. Identify teaching strategies, organization of class etc. How and when are you using
formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. In a
60 min lesson body there should be at least two activities and one
transition. You may have 3 activities and 2 transitions. An
activity can be reading - transition - partner dialogue (as an
example). Each activity and transition are timed.
Identify Teaching Strategies/Rational
Example: Direct instructions, pair/share,
jigsaw, whole group discussion etc. When will
you use these and why? You will list in your
body, but you will explain your choice here.

* Style of writing is descriptive and concise. You are not
narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
Activity #1: Reading of The Legend of the Buffalo Stone
[Interactive Instruction/Whole Class Strategy - Read Aloud]
The teacher will instruct students to gather in a sharing circle and
introduce the Blackfoot picture book. The Legend of the Buffalo
Stone will be read aloud to the students from start to finish,
drawing on the listening and viewing components of ELA within
the POS. The picture book will afford students the opportunity to
respect and appreciate diversity, using the GLO and SLO, to
build foundational knowledge and understanding surrounding
Blackfoot ways of knowing. Throughout the reading, pause, and
allow students to reflect on two of the guiding questions (1. Can
you identify the importance of the Buffalo within Blackfoot
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Interactive Instruction/Whole Class Strategy:
Read Aloud
- This strategy will be the basis of
Activity one. We decided to use this as
it allows the teacher to ensure that no
student struggles to read the story and
it allows for all reading levels to be
met. It allows students to be more
focused on the storyline than their
ability to read.
Independent Learning - Assigned Questions:
Worksheet
- This strategy will be used in Activity
two with the aim of providing students
the opportunity to reflect on the
previous activity and ability to relate
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
culture? 2. Can we describe how Blackfoot peoples lived with
the Buffalo?) that could be posed throughout the read aloud. By
posing the guiding questions throughout this will allow the
students to get a deeper understanding of the content because
they are reflecting in the moment rather than later. This activity
requires no differentiation. (15 min)
Transition: The teacher will send students back to their desk and
draw on inquiry/guiding questions to promote classroom
discussion about students’ thoughts, feelings, reactions, and
questions. The students will use the discussion as an opportunity
to brainstorm for the upcoming worksheet. The teacher will use
the discussion as a formative check of comprehension and
activation of prior knowledge. (10 min)
Activity #2: Worksheet [Independent Learning - Assigned
Questions] (15 min)
Students will then be tasked with completing the assigned
questions on the worksheet provided. Depending on literacy
levels, students will receive differentiated worksheets that align
most accurately with their individual knowledge, skills, and
abilities (See appendix A, B, and C). Differentiation groups
(which we are calling the triangles, circles, and squares) will be
predetermined by the teacher, based on prior knowledge and
assessment of the learners. The worksheet implicitly references
The Legend of the Buffalo Stone by allowing students to see their
own connection to culture, as seen with Hanata and the Buffalo
Stone. The worksheet provides questions that target the
knowledge, skill, and attitude objectives while focusing on the
reading, writing, and representing components of ELA.
Transition: After students have completed their worksheets they
will pair up with a classmate and share what they have drawn and
written about. Teacher will guide the discussion using the
guiding question of ‘How can you apply this foundational
knowledge [that you (students) have grasped from the text] to
your understanding and appreciation of other cultures?’ This will
allow them to have the opportunity to verbally express their ideas
and to view a different perspective of culture through the
classmates’ explanations. After they speak to each other, the
teacher will collect the worksheet/s from each student. (5 min)
Differentiation: Identify your approaches and how these support student learning
Activity #1:
Doesn’t need differentiation because we are ensuring that we provide student support in the activity. We will be
supporting students in many capacities because reading the story out loud ensures that no student struggles to read
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to the text and cultural knowledge in
their own ways. The worksheet also
serves as a type of formative
assessment that indicates student
comprehension, ultimately influencing
future streaming decisions.
Assessments/Rational (minimum of two)
Type/Name: Formative Assessment
Where Assessment Occurs:
1. Observation (Pair-share / Classroom
Discussion)
2. Worksheet (Activity #2)
When will you administer these and why?
1. Teacher observation is something that
we believe important because from
observing conversations that students
are having through the pair-
share/classroom discussion it will give
an indication if students understood
the underlying concepts. If a student
seems confused, then the teacher at
that point can address any
problems/misinterpretations.
2. The worksheet will be used as a way
to provide evidence that the students
grasped the knowledge that the text
provided them. We decided to
administer these as students would
then be able to apply their knowledge
about how the Buffalo Stone was
important to Hanata and the Blackfoot
culture and compare this to something
that is important in the students own
culture - allowing for this personal
connection to be formed between the
activity.
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
the story, as it is catering to the different reading levels. Therefore, it allows students to be more focused on the
storyline rather than their ability to read.

Activity #2:
We decided to differentiate in one major way, which is through streaming the worksheets via predetermined
groups (students are aware of what groups they are in).
Triangles
- Students in this section would struggle with their writing skills. Within the time that they are
drawing what is important in their own culture, the teacher will come and verbally ask them
questions to ensure that they are understanding the material and if they have drawn connections
with the text. Student responses can be scribed on the bottom of their worksheet by the teacher.
- Demonstrated in Appendix A
Circles
- This worksheet is intended for students that have some base knowledge, can read, write, and
comprehend effectively with little to no aid from the teacher.
- Demonstrated in Appendix B
Squares
- This worksheet is meant for students that excel in reading, writing, and comprehension on their
own and may need additional questions/activities to challenge their knowledge and promote a
growth mindset
- Demonstrated in Appendix C

Consolidating and Closure: (10) mins *beyond 'clean up'

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 closure...cleanup and getting ready
for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate
consolidation and closure. Provide Clear steps and indicate process. Often 5 mins is allotted for this section
but that is not enough time. To consolidate, clean up and get students ready for transition can take up to 10
depending on the lesson

The teacher will explicitly use the last guiding question (Can you explain how the absence of buffalo might have
affected the Blackfoot peoples?) to facilitate discussion. This will allow students to use the previous guiding
questions that have been scaffolded throughout the lesson to be reflected on because they are using that
knowledge to understand the importance of the Buffalo and how it might have affected the Blackfoot peoples.
If the students can effectively answer and reflect on the guiding questions, then the teacher can confidently move
forward and build on this knowledge.

Allow students to collect their belongings and dismiss them.

Appendix A

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LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

Appendix B:
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LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

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LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Appendix C

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
LESSON PLAN #3

Grade: 4
Lesson Title: Niitsitapiishini: Our Way of Life
Lesson Duration: 60 mins
Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the
purpose, how it is connected to the POS, what students will learn and how the lesson will conclude. See example
in Instructional video provided

This lesson serves as a scaffold to the previous lesson based on The Legend of the Buffalo Stone. The purpose of
this lesson is to further students’ knowledge on how Blackfoot peoples lived with the Buffalo. Using the Glenbow
Museums Niitsitapiishini: Our Way of Life online exhibition as a supplementary resource to The Legend of the
Buffalo Stone students will relate the information on the website to the main character, Hanata, the plot, setting
and the illustrations from the picture book. Explicitly making connections through the text to the online virtual
exhibition. This provides students, the opportunity to scaffold their learning to the Blackfoot culture, rather than
just the overarching topic of culture. Students will be introduced to the ways in which the Blackfoot peoples lived
with the Buffalo such as the concept of the Buffalo, the Buffalo Hunters and the Pisskan and the Campsite. By
emphasizing the connections between the virtual exhibition and the text, by the conclusion of this lesson, students
should be able to identify and discuss these connections that the text spoke about to the traditional ways that the
Blackfoot peoples lived with the Buffalo.
Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson.
Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is
achievable for students to learn by the end of the lesson [Maximum 1 GLO 2-3 SLO]

General Outcome 5  5.1 Respect Others and Strengthen Community

Students will listen, speak, read, write, view and  Relate texts to culture
represent to respect, support and collaborate with o Identify and discuss main characters, plots,
others. settings and illustrations in oral, print and other
media texts from diverse cultures and
communities
5.2 Work within a Group
 Cooperate with others
o Take responsibility for collaborating with
others to achieve group goals
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 for reference
Knowledge Objectives
- Students will recognise the connections between the text and the virtual exhibition
- Students will describe the similarities between the main character, plot, setting and illustration of the text
and the virtual exhibition
Skill Objectives
- Students will apply the knowledge gained from the text to their understanding of the virtual exhibition
- Students will respond to the virtual exhibition to showcase their knowledge of the text
Attitude Objectives

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
- Students will appreciate learning about the connections between the text and the traditional ways that the
Blackfoot peoples lived with the Buffalo.
- Students will value the process of collaborating with their peers
Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while
guiding questions guide the lesson itself and are specific questions. Guiding questions aim to provoke thinking.
Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several
guiding questions.
** See Instructional video on Inquiry and guiding questions.
Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)

What are the connections between the text and the virtual exhibition that link to the traditional ways that
Blackfoot peoples lived with the Buffalo?

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing
verbs apply, analysis contrast, express, appreciate...be clear on what type of knowledge/skill/attitudes that you
are helping students develop and expecting them to do. Guiding questions must support this and 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.

1. Can you identify the importance of the Buffalo within the Blackfoot culture?
2. How can you apply the knowledge that the text provided to the virtual exhibition?
3. Can you explain how the Blackfoot peoples interacted with the Buffalo?
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source.
Draw on Beth's Curriculum Lab Module about assessing resources If it is on online resource provide an active
link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and
why you have chosen it. How does it support your lesson and student learning?

*You may have more or less than three resources. It depends on your lesson

Resource #1:  Welykochy, D., & Sprung, D. (2013). The Legend of the Buffalo Stone
The Legend of the Buffalo Stone is a picture book is what our previous lesson was built on and will
continue to be what this lesson is scaffolded off. Students will be able to grasp the concepts stemming
from GLO 5 and SLO 5.1, as it helps students to identify why the buffalo was important to the Blackfoot
peoples and culture.

Resource #2: https://www.glenbow.org/blackfoot/EN/html/how_we_lived_with_the_buffalo.htm

Niitsitapiisini: Our Way of Life is an online virtual exhibition by the Glenbow Museum. This website was
curated to help learn from the Blackfoot peoples about their culture and to help understand some of the
important concepts of their culture. For this lesson, there will be a strong emphasis on ‘How we lived with
the Buffalo’ because there are direct links to The Legend of the Buffalo Stone. Students learning will be
supported because it allows them to see deeper connections about the traditional ways that Blackfoot
peoples lived with the Buffalo.

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
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
- Laptop Cart (for all students x 30)
- Smartboard
- Google document (one for each group and ensure that they have been shared to students)
- Anchor Paper
- Thick marker
Lesson Procedures

Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and

Behavior; Transition to Body. Indicate the timing for each section.

Welcome students into the classroom. Allow them to settle into their desks and remind them of the expectations
for learning and behaviour in the classroom. Reminding students to use their inside voices and to raise hands for
questions. Explain to the students the goal of today’s lesson (referencing learning objectives) and what they
should know by the end of the lesson they should be able to identify and discuss these connections that the text
spoke about to the traditional ways that the Blackfoot peoples lived with the Buffalo. (3 min)

Transition (2 min) 
Formatively check to see how much students can remember from the text that would have been read in the
previous lesson. Students will first do a quick pair-share and share one important point from the text focusing on
Hanata, the plot and setting. This will provide the basis for Activity #1.

Body (45 min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate
timing of each section. Identify teaching strategies, organization of class etc. How and when are you using
formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a
60 min lesson body there should be a least two activities and one
transition. You may have 3 activities and 2 transitions. An
activity can be reading - transition - partner dialogue (as an
example). Each activity and transition are timed.
* Style of writing is descriptive and concise. You are not
narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
Activity #1: Class Brainstorm [Interactive Instruction –
Brainstorming] (10 min)
The class will come together to do a class brainstorm of the
important points that the text had revealed on a piece of anchor
paper, and this will stem from the transition activity. This
brainstorm will provide the class an opportunity to share what
they know and through this time students can ask questions to
ensure that they fully understand the text. The teacher will
facilitate the discussion by posing the following guiding
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Identify Teaching Strategies/Rational
Interactive Instruction – Brainstorming
- This is the strategy will be the basis of
Activity #1. I thought that this would
be beneficial because it allows
students the chance to express their
ideas and connections to the topic the
teacher provides. Furthermore, it
encourages respectful collaboration
between classmates, as it allows
students to listen and to consider other
perspectives, which I believe is
important.
Interactive Instruction - Jigsaw
- This strategy will be the basis of
Activity #2. I believe that this is
important, specifically for SLO 5.2,
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
questions:
1. Can you identify the importance of the Buffalo within the
Blackfoot culture?
2. Can you explain how the Blackfoot peoples interacted
with the Buffalo?
This specific activity requires no differentiation. This activity
links specifically to both the GLOs 5.1 and 5.2, as students are
working in a small and large group to relate what they learned
about the Blackfoot culture to the text.
Transition (2 min)
Teacher will instruct students to get into their pre-determined
groups (Triangles, Circles and Squares) and to then get a laptop
from the laptop cart. Students already know what groups that
they are in as the teacher has differentiated students depending
on their ability.
Students will look at the whiteboard to see what component of
the website they will be researching.
- Triangles -> The Buffalo (Appendix A)
- Circles -> Our Campsite (Appendix B)
- Squared -> Buffalo Hunters and the Pisskan (Appendix
C)
Activity #2: Jigsaw [Interactive Instruction – Jigsaw] (30
min)
For this activity students will have already been split into their
different groupings. This will be based off the jigsaw method,
and this activity will be split into two parts.
First Part (15 min)
Students will first be with their group where they will be
designated one component of a website, and they will be given a
google document where they will be able to answer the provided
questions that the teacher provides. Students will be able to
discuss with each other and there will be a section at the bottom
of the document where they can leave questions that will be
discussed the next lesson. Differentiation is used through the
sense that it gives students a sense of ownership of their learning
and how they have to responsibly collaborate to achieve the
group goal to become ‘experts’ in their allocated component.
Throughout this time, the teacher is able to check through each of
the documents as they work to ensure that they fully understand
the content and to make sure that they are making progress.
Furthermore, the teacher can use this time to check with the
weaker group and to talk through the instructions and any
difficulties they might be having.
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because it through the collaboration
and peer-teaching aspect of this
activity it allows students to work
together as a group promoting
discussion and learning. Furthermore,
it allows students to be directly
engaged with the content provided
through the website helping foster a
deeper understanding of the content.
Assessments/Rational (minimum of two)
Type/Name: Formative Assessment
Where Assessment Occurs:
1. Brainstorm (Activity #1)
2. Observation
o Pair-share (introduction)
o Classroom Discussions during
Activity #2 and closure)
3. Worksheets (Google Document –
Activity #2)
When will you administer these and why?
1. This will be administered in Activity
#1. This is a formative assessment that
will allow the teacher to identity if
students understand the connections
such as Hanata, the plot and setting
that The Legend of the Buffalo Stone
spoke about. This allows the teacher to
be able to how much students can
remember from the text that would
have been read in the previous lesson.
2. Observation is formatively assessed
throughout the whole 60 minutes. It
allows the teacher to better understand
what a student knows by getting a
sense of their knowledge and what
they have learned. The teacher could
be documenting these observations
with relation to the guiding questions
through a checklist. If a student shares
their thoughts their name would be
added to the specific section that
corresponds to the guiding question.
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
This will further help teachers identify
Second Part (15 min) if students need further differentiation
Students will come together as a class, and they will share what in future lessons and helps the teacher
they have become ‘experts’ in. The teacher will project their to make informed plans based on how
answers onto the board where students will come to the front and the students are doing.
describe what they have learned. This allows students to learn 3. Worksheets based on Google docs
from each other and showcases how the group has gotten to
allows students to work
know the content. Each group will be given approximately 5
collaboratively on one document. This
minutes to share what they learned. After each group has
presented, the answers that the students collated together will be worksheet will allow the teacher to
placed into a larger document and then shared to the students. have evidence that the students have
This will then be the bases of the next lessons where the teacher grasped the knowledge that the
will expand on the website has provided them.

Transition (3 min)
Students will go back to their original desk and return their
laptops to the cart.

Differentiation: Identify your approaches and how these support student learning

Brainstorming – Activity #1
Brainstorming doesn’t need differentiation because it is accommodating student support in the activity. This will
be supporting students as it will allow students to collaboratively brainstorm ideas about the text focusing on the
to the main character, Hanata, the setting, the plot, and the illustrations. This will be an activity that scaffolds into
the consolidating and closure section of the lesson, where the teacher will ensure that students can effectively
answer the guiding questions. Brainstorming caters to all learning needs as students would be able to verbally say
what they are thinking so the teacher can write it on the anchor paper allowing students visually and orally make
these connections. Students can then refer to the class brainstorm the whole lesson.

Jigsaw – Activity #2
I decided to differentiate in one major way, which is through streaming the groups and the google docs that they
are given. The groups are predetermined, and the students are aware of what groups they are in. These groups the
same from the previous lesson and support their learning needs by focusing on their weaknesses to help them
grow their skills.

Using a google document will be helpful because it levels the playing field for all learners, providing all students
the opportunity to type the answers that they come up with as a group.

- Triangles
o Students in this section struggle with their reading and writing skills. The students in this group
will be becoming experts on “The Buffalo.” This section is one of the easier sections of reading
because it uses simplified language to explain the anatomy of the Buffalo and how they used the
Buffalo. The teacher will also be present in this group for a period of time to ensure that they
understand what they need to do.
o Example of what will be on the Google Document is in Appendix A
- Circles
o Students in this section have competent reading and writing skills and can make connections with
little to no aid from the teacher. This students in this group will be becoming experts on “The
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Campsite.” This section has a small amount of reading, and most of the questions provided will be
aimed towards the content on the online exhibition. There will be questions to push some of their
understanding and to begin to think critically about the topic.
o Example of what will be on the Google Document is in Appendix B
- Squares
o Students in this section excel with reading and writing and need to have challenge with the content.
This students in this group will be becoming experts on the “Buffalo Hunters and the Pisskan.”
Even though this section doesn’t have a lot of writing – the students will be challenged through the
questions that are connected to the text.
o Example of what will be on the Google Document is in Appendix C
Consolidating and Closure: (10 mins) *beyond 'clean up'
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 closure...cleanup and getting ready
for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate
consolidation and closure. Provide Clear steps and indicate process. Often 5 mins is allotted for this section
but that is not enough time. To consolidate, clean up and get students ready for transition can take up to 10
depending on the lesson

Teacher will refer back to the brainstorming sheet and then the teacher will use the lesson guiding question of how
can you apply the knowledge that the text provided to the virtual exhibition? to recap the intended outcomes and
to check that students are able to link together the information that they learned from the text to the
Niitsitapiishini: Our Way of Life online exhibition. If the students are able to effectively answer the guiding
questions and have shown that they can make the connections, then the teacher can confidently move forward and
build on this knowledge.

Allow students to collect their belongings and dismiss them.

Appendix A

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Appendix B
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Appendix C

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