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

Georges

LESSON PLAN (Oct 21, 2021)

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 Indigenous
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 Indigenous
peoples in When We Were Alone (Swampy Cree). 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 Indigenous 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

Communities in the Past - 2.2.1: appreciate how stories of the past connect individuals and
communities to the present (C, I, TCC)
- 2.2.2: appreciate how Indigenous and Francophone peoples have
influenced the development of the student’s community (C, CC, I)

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

1. Students will identify the past and present 1. Students will learn the meaning of the past, present and
2. Students will describe the connection between the past their similarities.
and present. a. What is the past? Do you remember what you
3. Students will identify communities (example being swim ate for breakfast? What activities did you do
class, family, dance class, sport team and classroom) 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?
a. Examples would be a dance class, sport team,

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

Teacher Student

How would you show how the stories of the past connect to the 1. Example:
present? a. Little girl in the story can relate because the
1. How does the story of the grandmother illustrate the grandmother talks about when she was a little
connection between the past and present? girl in school.
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 Indigenous 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 Indigenous 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 Indigenous 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.)
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
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

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
Activity #1: Whole Class Discussion [Interactive instruction] (20 min) discussion - Roscoe: The purpose of this
Initiation discussion that Roscoe discusses is a strategy to start a strategy is to allow students to learn
conversation about community, past and present. What is a through discussion. Students can learn the
community, the past and present through examples and probing concepts to reflect on them for the
questions. These probing questions are to help simplify the lesson and preflight checklist and drawing activity. A
encourage the students to share their thoughts on the past, present, whole class discussion is effective at the
community, and aborginal peoples. beginning of the lesson because students
can learn the lesson objectives of past,
present, community and Indigenous
Main Question: Probing Questions: peoples. They immediately are aware of
Do you remember what you ate for
the lesson goals.
What is the past?
breakfast? What activities did you
do this weekend? 2. Preflight Checklist, - William: The activity is
to allow students to discuss key concepts
What is the present? What are we doing right now? from the discussion and come up with
Where are we? What day is it? ideas from the book When We Were
What clothes are you wearing? Alone. These relations will help them
Examples would be a dance class,
prepare for their drawing. The reason why
What is a community?
sport team, family and swimming this strategy follows the discussion is to
class. help students reflect and connect the
Are we a community? learning objectives to aboringal peoples.

How have Indigenous people Who are aborginal people? (what 3. Pair/Share, Roscoe: The incorporation of a
changed your community? clothes do they wear?) pair share with the preflight checklist
Do you know who’s land we are on?
allows students to expand on concepts
How do you use the land? (sports,
play outside, camping, gardening, brought up by other students.
farming).

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

Transition: Turn to your Elbow partner to pair and share the
preflight checklist.
The transition to elbow partners is an efficient way to allow students
to pair share with a small group. This is to prepare the students for the
final activity.
Activity #2: Preflight Checklist [Interactive instruction] (10 min)
Provide questions that target the large concepts of the lesson. Have
students pair up and discuss their understandings. This activity will
prepare students to work independently in the next activity. The point
of this activity is for students to formulate their own response without
additional help. However students can ask for help from the teacher.
Depending on the question the teacher can respond with the suitable
probing questions listed in the appendix.
Preflight checklist questions:
Is our classroom like your classroom last year?
example: Do we share a space?
Do we learn together?
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?)
Assessments/Rational (minimum of two)
Type/Name: Preflight Checklist
Where Assessment Occurs: Activity 2
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
your evaluation textbook. When will you
administer these and why?
Preflight checklist will be administered in activity 2
because it helps students reflect and share what
they learned from the discussion. It also allows
them to comprehend the learning objectives and
review with a partner.
Type/Name: Drawing Worksheet
Where Assessment Occurs: Activity 3
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
your evaluation textbook. When will you
administer these and why?

What is something from your past?
example: the grandmothers school clothes,
What is something from your present?
example: the grandmother's colourful skirt.
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
discussed and learned.

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 will 1. Examples/probing

draw themselves or questions:

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
something that a. What was a toy
represents their past you don’t play
selves. Examples would with anymore?
be previous sport b. What types of
activities they clothing do you
participated in and not wear
clothing they used to anymore?
wear on one side of the (shoes, hat,
paper titles past. shirt, pants,
2. Step 2: On the other gloves, coat,
side, students will draw and scarves)
themselves or c. What activities
something that do you no
represents their present longer
selves. Examples would participate in?
be current sport (sports, classes)
activities they 2. Examples/probing
participate in and questions:
clothing they wear on a. What is a toy
one side of the paper you play with?
titles present. b. What types of
clothing do you
wear? (shoes,
hat, shirt, pants,
gloves, coat,
and scarves)
c. What activities
do you
participate in?
(sports, classes)

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 discussion - Allow students to discuss before answering a

question.
- 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

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
that students who have anxiety towards class
engagement can consult their peers while
engaging.

2. Preflight Checklist - Provide the option for the teacher to review their
preflight checklist rather than a 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

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 Indigenous peoples. The teacher will ask, “Do you know who’s land we are on?” The purpose of this question is to
initiate the concept that Indigenous 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. This discussion will be the foundation to the next lesson which initiates the subject of
residential schools.

Appendix:
Question Sheet:
1. GLO:
a. What does a community look like?
i. What is a community?
ii. Examples would be a dance class, sport team, family and swimming class.
b. How is this classroom a community?
i. Do we share a space?
ii. Do we learn together?
iii. 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?)
c. How does the little girl (in the book) relate to the community in the past?
i. Does her grandmother talk about her life as a kid?
ii. How does her grandmother dress as a little girl? (hair, clothing)
iii. How does she dress now? (hair, clothing)
2. SLO:
a. 2.2.1: Use our minds to connect stories from the past and the present.

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LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
i. How can we connect the past and the present
1. What is the past?
2. Examples would be talking about things that occurred yesterday, last week or last year.
3. What is the present?
4. Examples would be what we are doing now.
b. 2.2.2: How have Aborginal and Francophone people made changes in our community?
i. Who are Indigenous people?
1. What are some things Indigenous people wear?
2. An example would be the ribbon skirt the grandmother wears.
3. A relatable example would be the Blackfoot of treaty 7 or the Métis of alberta.
ii. How have Indigenous people changed your community?
1. Do we have classmates that are Indigenous
2. Do you know who’s land we are on?
3. How do you use the land? (sports, play outside, camping, gardening, farming)

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

LESSON PLAN (Oct 27, 2021)

Grade: 2 Lesson Title: The connection, past, present and future Part 2 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 how Indigenous communities in
grade 2 Social Studies classroom. This is a lesson built on the knowledge and appreciation of Indigenous peoples past,
present and community. This lesson will explore how Inidegnous communities are defined, unique and have been
impacted in the past through the book When We Were Alone by David A. Robertson and illustrated by Julie Flett. The
lesson will consist of a discussion on what characteristics define Inidgenous communities, followed by a pre-made data
chart to relate how residential schools have impacted Indigenous communities. It is important to note that this is an initial
discussion and lesson of residential schools. Many lessons will have to be developed to comprehend this part of Canadian
history to not only obtain the knowledge of Inidegnous communities in the past but for truth and reconciliation.
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

A community in The Past SLO: 2.26
analyze how the community being studied emerged, by exploring and
reflecting upon the
following questions for inquiry:
• What characteristics define their community? (CC, I)
• What is unique about their community? (CC, I)
• What individuals or groups contributed to the development of their
community? (CC, TCC)

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 identify characteristics of Indigenous communities.
- Students will describe how the past has impacted the present Indigenous communities

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)

Teacher Student

How has the past impacted Indigenous communities? - How did they live?
- What did they eat?
- What did they wear?
- How did they speak?

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

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. Students will define elements of Indigenous communities? (Activity 1)

2. How are Indigenous communities unique from other communities? (Activity 1)
3. How have the Indigenouss people been impacted by the past and present? (Activity 2)

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 Indigenous 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 Indigenous people).
Resource #2: E. Tompkins, G. (2013). 50 Literacy Strategies Step by Step (4th ed.) Pearson Education Inc. (provides information and strategies such as
the data chart for this lesson plan).
Resource #3: Fatty Legs Webinar Series & Resources. Empowering the Spirit. (2019, April 10). Retrieved October 29, 2021, from
https://empoweringthespirit.ca/fatty-legs-webinar-series/. (Informative webinar on how to implement residential school discussions into the
classroom)

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

- Pre made Data Chart

- Paper
- Pencil
- Desks
- Color Pencils
- Markers
- When We Were Alone

Lesson Procedures

Introduction (__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 briefly review what is the past, present and a community? Then will
introduce indigenous communities and residential schools with relation to the book When We Were Alone. 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

9
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
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.

Activity #1: Whole Class Discussion [Interactive Instruction] (15 1. Whole Class discussion - Roscoe: The
mins) purpose of this strategy is to allow
students to learn through discussion. This
allows the teacher to start the teaching of
Residential Schools with the vocabulary
Teacher: Student Probing Questions: context from the previous lesson and the
content from When We Were Alone.
- Students will identify - Students will identify
2. Data Chart - This activity is a creative
characteristics of characteristics of
literacy strategy for students to
Indigenous Indigenous
comprehend the text. This activity follows
communities. communities:
the discussion on Idigenous communities
- How are indigenous - How do they
and residential schools for students to
communities unique dress?
make those connections.
from other - What language
communities? do they speak? Assessments/Rational (minimum of two)
- Where do they
live? What does Type/Name: Discussion
their house look Where Assessment Occurs: Activity 1
like?
- What do they Formative: Example: observation/anecdotal,
eat? student/teacher conferencing, check list,
- What did they worksheet, discussion, or other techniques from
celebrate your evaluation text book. When will you
administer these and why?
- How are indigenous
communities unique Residential schools are a large topic to discuss.
from other This discussion is the first of many for these
communities? students. It was very important for the students
- What language to scaffold their knowledge of community,
do we speak? present, past and indigenous communities. This
What language discussion allows students to understand those
do they speak? concepts through the book When We Were
- Notice the Alone.
drawings they
have? Have you Type/Name: Data Chart
seen them Where Assessment Occurs: Activity 2/3
before? If so,
where? Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
your evaluation text book. When will you
administer these and why?
Transition: Students will be given a worksheet data chart to fill out
with their teacher and later work with a group. The data chart is a literacy strategy for students
to comprehend the text. In the context of this
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
lesson students can find the relation of
communities in the past have been impacted
Activity #2: Data Charts [Interactive Instruction] (15 minutes). through the display of residential schools in the
The teacher will create a chart that identifies the timeline of the book When We Were Alone.
grandmother’s culture and experiences in When We Were Alone. First
column is the grandmother pre residential school, second column is in
the residential school and the third column is post residential school.
The students will identify one characteristic with the teacher together.
The students can either write words, sentences or draw their
responses. Students will then be asked to complete a characteristic
on their own.

Teacher: Student Probing Questions:

How have the Indigenouss people - What are residential

been impacted by the past and schools?
present? - What does our
classroom
community look
like?
- What does the
classroom
community look
like in When We
Were Alone?

Data Chart Example:

Grandmother’ Before In residential After

s __________? Residential School Residential
Schools School

Clothes Colorful Brown Drawing of

skirt.

Transition: Use an attention grabber to transition to the next

activity and confirm the students are ready for instructions.

Activity #2: Group Work [Indirect Instruction] (10 minutes).

Students will work with their elbow partners to complete a

characteristic on the data chart together. Groups should be three
people so each student should be incharge of one column. Students
can choose to write a word, letter, sentence or drawing to respond.

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Student Instructions:
1. Turn to your elbow partner.
a. Use an attention grabbing strategy to confirm
everyone has a group of three.
2. Pick a part from the book to put into your data chart.
a. You can talk about the Grandmother’s hair and
language.
3. Draw, write a letter, sentence or word for each part of the
timeline together.

Transition: Students will have one person from their group, turn
in their data chart to the teacher and return to their desks for clean
up.

Differentiation: Identify your approaches and how these support student learning
1. Whole Class Discussion:
a. Allow students to discuss before answering a question.
b. Use a random name generator or popsicle sticks to ensure all have a chance to participate.
c. Use all student response systems such as mini white boards.
d. This supports student learning through ensuring that students who have anxiety towards class engagement
can consult their peers while engaging.
2. Data Chart:
a. Students can choose to work with on their own to discuss their characteristics.
b. Students who struggle with dexterity can choose to draw their own data chart.
c. Can write information on a separate sheet of paper.
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 students will hand in their assignments and the teacher will display them in the classroom next to their drawings. 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 residential schools. The teacher will ask, “How is our classroom community different?” “What was the Grandmother
asked to do in the school?” “ How has the grandmother been affected by the school? What clothes did she wear before she attended the
school? What clothes did she wear after?” This is to initial the discussion on how Indigenous communities have been affected in the
past through residential schools. With these probing questions, students should share their thoughts and hopefully inspire to share more
information on residential schools and its impact. This discussion should take 5 minutes. Students then are directed to clean up their desk
and wait at their assigned seat for further instruction.

Appendix:
Questioning Sheet:

1. Guided Questions:
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LESSON PLAN TEMPLATE Assignment #3 Lesson Series
Teacher:
4. Students will define elements of Indigenous
communities? (Activity 1)
5. How are Indigenous communities unique from
other communities? (Activity 1)
6. How have the Indigenouss people been impacted
by the past and present? (Activity 2)
[Curriculum and Instruction] Fall St. Georges
Student:
1. Students will define elements of Indigenous
communities? (Activity 1)
a. How do they dress?
b. What language do they speak?
c. Where do they live? What does their
house look like?
d. What do they eat?
e. What did they celebrate?
2. How are Indigenous communities unique from
other communities? (Activity 1)
a. What language do we speak? What
language do they speak?
b. Notice the drawings they have? Have
you seen them before? If so, where?
3. How have the Indigenouss people been impacted
by the past and present? (Activity 2)
a. How has the grandmother been affected
by the school? What clothes did she
wear before she attended the school?
What clothes did she wear after? What
language did she speak? What language
was she forced to learn?
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