LESSON PLAN

Grade: 7 Social Studies Lesson Title: Remembrance Lessons - Day 3 Lesson Duration 43
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 begins with a short discussion on the War in Afghanistan. Following, students will be subjected to a lecture giving a
summative history on the War in Afghanistan. Students will then write a paragraph on whether they think the war was worth it in the
end. Next, students will analyze song lyrics through a guiding worksheet and discuss their answers. Finally, students will analyze a
photo then discuss the photo with given prompts in a think/pair/share style. The lesson ends with an exit slip on how students plan to
remember our fallen soldiers this Remembrance Day.
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

7.1 – Students will demonstrate an understanding and 7.1.2 - Appreciate the challenges of coexistence among peoples
appreciation of the distinct roles of, and the relationships 7.S.1.2 - Evaluate, critically, ideas, information and positions from multiple
among, the Aboriginal, French and British peoples in perspectives
forging the foundation of Canadian Confederation.
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…
Learn a quick history of the War in Afghanistan, then evaluate their own and other’s perspectives on war through song analysis and
photo analysis.

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: Why is Remembrance Day important to our nation and what events are remembered during this day?

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..

● What is the War in Afghanistan?

● What can music tell us about war?
● How can we analyze photos to glean lessons and information?
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: Teachers Pay Teachers - This site provided a remembrance day unit for use in a junior high classroom with many great resources for
poem, song, and photo analysis with excellent provided information.
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

1
 ● Smartboard/Whiteboard
● Chrome books
● “Remembrance Day Unit” from TpT
Lesson Procedures

Preparation:
● Have your “War in Afghanistan” Slides ready to project
● Have a pile of loose leaf set out on your desk
● Have “Highway of Heroes” ready to play on a separate tab
● Have Photo #5 from your resource ready to project on a separate tab
● Print off “Song Lyric Analysis” sheets for Highway of Heroes to give to students
Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section.

● Write the schedule for the class on the board: War in Afghanistan, Song Analysis, Photo Analysis
● Begin class by asking “What is the most recent war Canada has been involved in?” (War in Afghanistan)
● Ask if students know anyone that fought in Afghanistan
Body (35 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.

Activity #1: War in Afghanistan Slides Lecture (15 mins) Discussion: Used to engage students in the class
● Project your “War in Afghanistan” Slides on the Smartboard content and have students become active participants
● Go through each slide, reading the points for students and watching in class.
the short video in turn
Differentiation: Group work will allow students to
● At the end of the Slides, have students grab a piece of loose leaf
access each other as resources. Worksheets are
from your desk, then write a paragraph on whether they think the
completed together to ensure students have correct
war was worth it answers. Teacher help will be available throughout
● Once the first students start completing their paragraph, call on activities.
students to share their thoughts Assessments/Rational (minimum of two)
Transition: Distribute the “Song Lyric Analysis” sheet for Highway of
Heroes to students
Type/Name:
Where Assessment Occurs:
Activity #2: Song Analysis Worksheet (10 mins)
● Turn to “Highway of Heroes” open in your tabs on the Smartboard
● Explain we will be listening to the song first, then students will
Formative: Example: observation/anecdotal,
record their thoughts on the worksheet after
student/teacher conferencing, check list,
● Listen through once, have students begin their responses worksheet, discussion, or other techniques from
● As students write, play through the song once more your evaluation textbook. When will you
Transition: Project Photo #5 on your separate tab on the Smartboard administer these and why?
Observation: Used as a formative assessment of
student engagement. Students found not participating
Activity #3: Photo Analysis Discussion (10 mins)
or disrupting in class will find their summative
● Have students look at the photo, then think/pair/share responses to
Participation marks affected.
the discussion questions presented with the photo
● Carry on discussion until there is about 3 minutes left in class
2
 Worksheets: Used as a formative assessment of
student understanding that also counts towards their
summative Participation mark.

Exit slip: A formative assessment on what students

gleaned from the week’s lessons.
Consolidating and Closure: (3) 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

Exit slip: Explain that World War I ended on the eleventh minute of the eleventh day of the eleventh month. Have students write how
they plan to remember our fallen soldiers on the back of their loose leaf paper in one sentence. Collect all worksheets and papers in
your tray at the end of class.