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

Georges

LESSON PLAN
Grade: 2 Lesson Title: The connection, past, present and future 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

The purpose of the lesson is to learn the connection between the past and present through communities in a grade 2 Social
Studies classroom. This is a sequel to a two part lesson. The first lesson demonstrates the appreciation of Aboriginal
peoples and community with a read aloud of When We Were Alone by David A. Robertson and illustrated by Julie Flett. In
this sequel to lesson one students will participate in a discussion about community, past and present. A preflight checklist
will follow utilizing a pair share for their understanding of these key concepts in relation to the impacts of aboriginal peoples
in When We Were Alone (Swampy Cree).

This is learning about residential schools correct

Students apply these concepts to their own lives through a drawing worksheet. Students can draw themselves, their
activities and tangible attributes. The purpose of this activity is to create a cumulative relation to their own past, present
and community. This lesson will provide students with the knowledge and appreciation of Aboriginal peoples past, present
and community.

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]

GLO /GLE SLO/SLE

Teacher Student Teacher Student

This should be in the lesson body itself. This should be in the lesson body itself.
Or perhaps in an Appendix of Or perhaps in an Appendix of Questions.
Questions.
Not clear when these questions are
When are you using these questions? I being used?
can't see them in the body of the
lesson>
- 2.2.1: appreciate how - 2.2.1: Use our minds to connect
Communiti Probing Questions: stories of the past stories from the past and the
es in the 1. What does a community look connect individuals present.
past like? and communities to probing questions:
a. What is a 1. How can we connect the past
the present (C, I, TCC)
community? and the present
b. Examples would be a - 2.2.2: appreciate how a. What is the past?
dance class, sport Aboriginal and b. Examples would be
team, family and Francophone peoples talking about things
swimming class. have influenced the that occurred

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series
2. How is this classroom a
community?
a. Do we share a
space?
b. Do we learn
together?
c. Did we have a
classroom
community in grade
1? Are they the same
people in grade 2?
(Do you have the
same teacher,
classmates and
room?)
3. How does the little girl (in the
book) relate to the
community in the past?
a. Does her
grandmother talk
about her life as a
kid?
b. How does her
grandmother dress
as a little girl? (hair,
clothing)
c. How does she dress
now? (hair, clothing)
explore deeper to help students
learn that Grandmother was in
Residential School. Use the word
residential school and explain, using
the story. Why
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
Students will…
Teacher Student - Again...this can be in the lesson body itself
1. Students will identify the past and
present
2. Students will describe the connection
between the past and present.
3. Students will identify communities
(example being swim class, family,
dance class, sport team and
classroom)
[Curriculum and Instruction] Fall St. Georges
development of the yesterday, last week or
student’s community last year.
(C, CC, I) c. What is the present?
d. Examples would be
what we are doing
now.
- 2.2.2: How have Aboriginal and
Francophone people made
changes in our community?
probing questions:
1. Who are Aboriginal people?
a. What are some things
Aboriginal people
wear?
b. An example would be
the ribbon skirt the
grandmother wears.
c. a relatable example
would be the Blackfoot
of treaty 7 or the Métis
of alberta.
2. How have (A)aboriginal people
changed your community?
a. Do we have classmates
that are aboriginal
b. Do you know who’s
land we are on?
c. How do you use the
land? (sports, play
outside, camping,
gardening, farming)
1. Students will learn the meaning of the past, present and their
similarities.
a. What is the past? Do you remember what you ate for
breakfast? What activities did you do this weekend?
b. What is the present? What are we doing right now? Where are
we? What day is it? What clothes are you wearing?
2. Students will be able to describe how the past and present connect.
a. What are the differences between the past and present? How
old were you in grade 1? How tall were you last year? Did you
have the same haircut?
3. What is a community?
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

a. Examples would be a dance class, sport team, family and

swimming class.
b. Are we a community?

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)

The use of teacher / student is good here, and that is what came from our discussion, but it is not necessary above. As indicated, do it if
it helps you think and organize your thinking and planning. But (above) extract it and either put it in the body of the lesson when it
comes up, or develop a "questions" sheet as an appendix to your lesson plan template.

Teacher Student

How would you show how the stories of the past 1. Example:
connect to the present? a. Little girl in the story can relate because the
1. How does the story of the grandmother grandmother talks about when she was a little girl in
illustrate the connection between the school.
past and present? 2. How does the grandmother dress as a little girl and how does
she dress now?
3. How do you think the grandmother felt as a little girl?
4. What language did grandmother speak as a little girl?

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. What is the past?

2. What is the present?
3. What is a community?
4. Who are Aboriginal people?

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: Robertson, D., & Flett, J. (2016). When we were alone. HighWater Press. ( This is a book about a young girl asking her grandmother
about her Aboriginal heritage, Swampy Cree. Her curiosity teaches Swampy Cree culture and impacts of residential schools. This book supports our
lesson as it illustrates the connection between the past and present Aboriginal people).
Resource #2: East, K., & Thomas, R. L. (2007). Across cultures: A guide to multicultural literature for children. Libraries unlimited. (Provides
information on including diverse literature cross curricularly.)

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Resource #3: Dylan, W. (2011). Embedded formative assessment (2nd ed.). Solution Tree Press. (provides information on useful formative assessment
strategies used throughout our lesson plan.)

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

- Paper
- Color pencils
- Crayons
- Markers
- When We Were Alone

Lesson Procedures

Introduction (10 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section.

The teacher will direct the students to their desks. The teacher will ask the students what is the past, present and a community? The
expectations of learning and behaviour are discussion and respect. Students are expected to share their responses to the probing
questions in a respectful manner. Respectful behaviour includes, raising their hand and patiently waiting to be called upon.

Body (40 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 45 min lesson body Identify Teaching Strategies/Rational
there should be a least two activities and one transition. You may have 3 activities and 2 Example: Direct instructions, pair/share, jigsaw,
transitions. An activity can be reading - transition - partner dialogue (as an example). Each
activity and transition are timed. whole group discussion etc. When will you use
these and why? You will list in your body, but you
* 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. will explain your choice here.
1. Whole Class Discussion, initiating
discussion - Roscoe: The purpose of this
strategy is to allow students to learn
Activity #1: Whole Class Discussion [Interactive instruction] (20 min) through discussion. Students can learn the
Initiation discussion that Roscoe discusses is a strategy to start a concepts to reflect on them for the
conversation about community, past and present. What is a preflight checklist and drawing activity. A
community, the past and present through examples and probing whole class discussion is effective at the
questions. These probing questions are to help simplify the lesson and beginning of the lesson because students
encourage the students to share their thoughts on the past, present, can learn the lesson objectives of past,
community, and aborginal [(Aborignial) current term is Indigenous present, community and aboriginal
]peoples. peoples. They immediately are aware of
the lesson goals.
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

Main Question: Probing Questions:

2. Preflight Checklist, - William: The activity is
What is the past? Do you remember what you ate for to allow students to discuss key concepts
breakfast? What activities did you do this from the discussion and come up with
weekend? ideas from the book When We Were Alone.
These relations will help them prepare for
What is the present? What are we doing right now? Where are their drawing. The reason why this strategy
we? What day is it? What clothes are you
follows the discussion is to help students
wearing?
reflect and connect the learning objectives
What is a community? Examples would be a dance class, sport to aboringal peoples.
team, family and swimming class.
Are we a community? 3. Pair/Share, Roscoe: The incorporation of a
pair share with the preflight checklist
How have aboriginal Who are aborginal people? (what clothes allows students to expand on concepts
(Aboriginal) "capital A) do they wear?) (this is too general?)
brought up by other students.
people changed your Do you know who’s land we are on? (this is
too abstract for grade 2)
community?
How do you use the land? (sports, play
outside, camping, gardening, farming).
Assessments/Rational (minimum of two)

Type/Name: Preflight Checklist

Where Assessment Occurs: Activity 2
Transition: Turn to your Elbow partner to pair and share the
preflight checklist.
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
The transition to elbow partners is an efficient way to allow students
worksheet, discussion, or other techniques from
to pair share with a small group. This is to prepare the students for the
your evaluation textbook. When will you
final activity.
administer these and why?
Activity #2: Preflight Checklist [Interactive instruction] (10 min)
Preflight checklist will be administered in activity 2
Provide questions that target the large concepts of the lesson. Have
because it helps students reflect and share what
students pair up and discuss their understandings. This activity will
they learned from the discussion. It also allows
prepare students to work independently in the next activity.
them to comprehend the learning objectives and
Preflight checklist questions: review with a partner.

Is our classroom like your classroom last year? Type/Name: Drawing Worksheet
example: Do we share a space? Where Assessment Occurs: Activity 3
Do we learn together?
Did we have a classroom community in grade 1? Are they the Formative: Example: observation/anecdotal,
same people in grade 2? (Do you have the same teacher, student/teacher conferencing, check list,
classmates and room?) worksheet, discussion, or other techniques from
your evaluation textbook. When will you
What is something from your past? administer these and why?
example: the grandmothers school clothes,
This worksheet is a creative way for students to
apply and relate to the key concept discussion and
preflight checklist. It is a culmination of what they
What is something from your present? discussed and learned.

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

example: the grandmother's colourful skirt.

Here is the time when your questions need to start going deeper into the story
and the learning about residential schools. This is the way you attend to TQS#5
specifically. It is good that you brought in this story, that you are scaffolding
learning...now it is time to get specific, relate questions to the story and help
student learn about residentials schools through the story.

When are you using questions that you formulated above ? Confusion here?

Transition: Return to face the front of your desk and prepare to

draw. The teacher will hand out a drawing worksheet and coloured
pencils, crayons or markers.

Activity #3: Drawing Worksheet [Indirect instruction] (10 min)

Based on the previous discussion students will draw either their past
and present self. The purpose of this activity is to apply what the
students have learned in a creative way that is relatable to their
experiences.

Teacher Student

1. Step 1: Students 1. Examples/probing questions:

will draw a. What was a toy you
themselves or don’t play with
something that anymore?
represents their b. What types of
past selves. clothing do you not
Examples would wear anymore?
be previous (shoes, hat, shirt,
sport activities pants, gloves, coat,
they and scarves)
participated in c. What activities do
and clothing you no longer
they used to participate in?
wear on one (sports, classes)
side of the 2. Examples/probing questions:
paper titles a. What is a toy you play
past. with?
2. Step 2: On the b. What types of
other side, clothing do you
students will wear? (shoes, hat,
draw shirt, pants, gloves,
themselves or coat, and scarves)
something that c. What activities do

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

represents their you participate in?

present selves. (sports, classes)
Examples would
be current sport
activities they
participate in
and clothing
they wear on
one side of the
paper titles
present.

Transition: Students will turn in their drawings to their teacher.

Differentiation: Identify your approaches and how these support student learning

Activity Differentiation

1. Whole class - Allow students to discuss before answering a question.

discussion - Use a random name generator or popsicle sticks to ensure all have a chance to
participate.
- Use all student response systems such as mini white boards.
- This supports student learning through ensuring that students who have anxiety
towards class engagement can consult their peers while engaging.

2. Preflight - Provide the option for the teacher to review their preflight checklist rather than a
Checklist peer. This would be applicable for those who have anxiety with group work, it still
allows them to reflect on their knowledge gained.

3. Drawing - Provide different modalities for students that struggle with dexterity issues. An
example would be allowing students to use glue, scissors and scrap paper as an
alternative.
- Students are still able to artistically demonstrate their knowledge with their peers.

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

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
The students will hand in their assignments and the teacher will display them in the classroom. If a student does not want to share their
work they don’t have to. This should take up three minutes. Then students will participate in a whole class discussion on the past
contributions of aboriginal peoples.

This should be specific to the learning about residential schools, based on the story.

The teacher will ask, “Do you know who’s land we are on?” The purpose of this question is to initiate the concept that Aboriginal peoples
were native to this land and how we appreciate their contributions. This follows the question “How do you use the land?” This includes
examples of sports, playing outside, camping, gardening, and farming. This initial discussion should take five minutes. Allowing space for
students to share their thoughts and experiences. Students will then be asked to clean up their desks and sit and wait for the next direction.