LESSON PLAN TEMPLATE

Date Nov. 15/21 Lesson Title Remembrance Day Viewpoints Grade Level k
Time in Lesson 15 min Subject Social Studies Lesson # 1
Kinder/grade 1 team (PLC)
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

The student… “appreciate feelings, ideas, stories and experiences shared by others” (C, I) (p. 5)
The student… “consider the needs of others” (p. 5)
“The child experiences and expresses feelings in socially acceptable ways” (p. 6)
Objective in student-friendly language
What will students understand/experience/appreciate as a result of this lesson?
By the end of this lesson students will…
- Be able to verbalize their own feelings
- Be able to recognize the feelings of others and the importance
that they hold
- Be able to show their learning through drawing and verbal
explanation
- Be able to ask meaningful questions about Remembrance Day
and emotions
- Be able to listen intently to others
Resources
What materials/resources/technology will be required?
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed
formative assessment? Do I make use of prior assessments in this lesson?
- I will accept students giving input during group discussion as
evidence of learning
- I will accept students participating in the talking circle as
evidence of learning
- I will accept students asking meaningful questions as evidence of
learning
- I will accept completed worksheets and meaningful explanations
as evidence of learning
- I will accept the use of zones of emotions/regulation in work as
evidence of learning
Personalization/Differentiation
How will you attend to the needs of ALL learners in this lesson?

- Viewpoint worksheet - Students will be given visuals such as picture books to spark prior
- Pencils knowledge and images on their worksheets
- Crayons - Students will be given the option to give input to the first group
- Books: “Bunny the war horse” & “The soldier’s puppy” discussion/brainstorm but will not have to give input if they are
- Space for group sharing circle not comfortable
- Whiteboard - Students will all be given a chance to express their feelings in a
Adapted from Wiggins, Grant & J. McTighe (1998)
 - Whiteboard markers talking circle; they will not be interrupted and will be given full
respect and attention as they share
- Students will be able to draw their ideas on the worksheets; they
can write if possible or explain those thoughts and drawings
verbally
- Students will not be given a specific time limit for the worksheet;
they can work longer than other students if they need

LESSON PLAN SEQUENCE

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

Who can tell me what special and important day we just had? Remembrance Day. We read 2 books recently (have the books out), can anyone
remember what they were about?
These books talked about the feelings of so many people who were affected by the war. We are going to talk about how each of them feels.
I want you to take 20 seconds and think quietly to yourself about how the people and animals would have felt.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
Ask students to form a seated circle. Explain that each of
them is going to share how they are feeling right now. Go
over the expectations of respect and listening. Give them
buzz words like ‘happy’, ‘sad’, ‘tired’. Remind students that
it is important to think about how others feel and to care
about their feelings. Start the sharing circle and prompt the
next student to continue by handing them a talking circles
object.
Give an overview of both picture books so students
remember what they were about. Turn to specific pictures of
importance. Ask students how they think each character felt.
Write down ideas on the whiteboard.
What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Listen to the recap of each story. Brainstorm what feelings 3-5 min
characters might have had and raise their hand to share with
the class.
Listen to instructions for talking circle. When it is their turn, 3-5 min
share the emotion they are feeling. When it is not their turn,
listen quietly and intently to their classmates.

Show students their worksheet. Explain that for each picture Listen to instructions for the worksheet. Go back quietly to 1 min
Adapted from Wiggins, Grant & J. McTighe (1998)
they will draw (or write) how they think that character might their table and begin working on their page. Ask questions if
have felt during the war. Remind students of the zones of they have them.
emotions. Ask student to walk quietly to their table and start
working on the page.

Circulate around helping students if they need it and giving Ask for help if needed. Bring finished worksheet to the 15 min
comments and advice. Take in student work when they are teacher and listen to questions and feedback. Once finished, (estimate;
finished and have them explain it to you. Give positive place work in B.E.E. folder and move onto snack time. different for
feedback and ask questions. each student)

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

Ask each student if they have any questions about Remembrance Day as they finish their work. Ask them how they felt while they were filling
out their worksheets. Remind them how important it is to listen to the feelings of others.

PRE-SERVICE TEACHER SELF-REFLECTION

Adapted from Wiggins, Grant & J. McTighe (1998)
In your self- reflection of your lesson, please consider the following questions:

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

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

 How do you feel your students experienced this lesson?

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

This lesson went very well overall. Most of the students were able to reflect on the feelings of others and meet the program of studies social
studies goal of using multiple perspectives. The books in this lesson were engaging and the class was very curious throughout our reading
time. This interest in the books, in addition to the curiosity, fostered many additional opportunities for rich conversation and learning
development. The worksheet in this lesson worked out well for the purposes of kindergarten. If I were to have done this lesson again, I would
have had fewer perspectives for kids to do in the beginning and would have slowly introduced them one at a time so that students had more
time to reflect without rushing to complete the activity.

In the future, I would have students play games or do a sharing circle prior to this specific lesson that had them practice looking at feelings
from other people’s points of view. This may have helped the student who did struggle to grasp the concept prior to completing the assessed
task.

I loved this lesson because there was opportunity to have a one-on-one conversation with each student. I scribed what they said and got to ask
them questions to further understand their thinking. This lesson could also be applied to older grades if it was adjusted slightly by adding
Remembrance Day videos, more mature books, and longer writing pieces.

The students really enjoyed this lesson and engaged with it well. All students were reached in this lesson as the differentiation was put in
place through individual discussions and small group help.

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