Lesson Plan

Cynthia Riley

Department of Integrated Studies in Education, McGill University

EDSL 254: Second Professional Seminar

Professor Emmanouela Tisizi

May 23, 2022

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 Lesson Plan

Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Cynthia Riley Co-operating Suzanne Ouellette

Teacher(s)
Date May 18th, 2022 Start/End 2:10 PM to 3:05 PM Room 247 (Group 553)
Time

Title of lesson Revision Game & Presentation of Project Grade level 5th grade (Elementary)
Subject English Topic Clothes (Clothing)
Relevance In their upcoming written production and presentation on clothes, students will need to describe a
specific outfit. They will need to include at least five words related to clothes (e.g., T-shirt, pants,
shoes, etc.), three patterns (i.e., plaid, striped, polka-dotted, etc.), and five colours. Therefore, this
lesson serves as a way for learners to practise describing an outfit in question, using both written and
spoken forms.
Materials/Resources • Smart board
Required • Wi-Fi
• Access to Google Slides
• Access to ActivInspire
• Clothes & Fashion presentation (see Appendix A)
• Revision Game worksheet (see Appendix B)
• Presentation Example presentation (see Appendix C)
• Pencils, colouring pencils (and/or markers), erasers, and highlighters
• Students’ C3 notebooks
• Speaking evaluation sheets
QEP Subject Area Competency 2: To reinvest understanding of oral and written texts
Competencies Competency 3: To write texts
Learning Objectives At the end of this lesson, students will be able to construct complete sentences with the correct
adjective order required. Additionally, learners will be able to describe a possible outfit using clothes-
related and patterns-related vocabulary items efficiently and clearly. Lastly, they will be prepared for
their end-of-unit presentation and written production.
Essential Question(s) Are there any words related to clothes’ designs that you already know? Why is it important to describe
outfits? Can outfits make us feel sentimental/emotional? If so, why, and how? Do you own a particular
outfit that is very important to you?

Lesson Introduction (hook): Student will know:

Timing The TEACHER will greet students following the second recess • Diverse vocabulary terms related to
60 mins. of the day. She will instruct STUDENTS to take out the clothes and outfits
following: pencil cases, colouring crayons and/or markers, • Diverse adjectives (i.e., patterns,
Introduction erasers, and their C3 notebooks. The INSTRUCTOR will colours, length, etc.) related to clothes
5 minutes request the help of the ‘pass papers.’ She will give both and outfits
students a pile of the Revision Game worksheet (see Appendix • Adjective order in descriptive
B), which the ‘pass papers’ will distribute around the sentences
classroom. Finally, the EDUCATOR will ask STUDENTS to • The criterion associated with the end-
write their name on top of the worksheet. of-unit project
Development (Learning activities – step by step sequential Students will understand:
procedure): • How to place different adjectives in
order in specific sentences

1 Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 • How to identify visual representations
of vocabulary items
• How to construct a clear project plan
• How to arrange ideas in order
Explanation First, the TEACHER will explain the guidelines associated with Students will do:
5 minutes both exercises and will insist on the specificities of the two • Match vocabulary terms related to
(i.e., students should write at least two patterns/designs in clothes and outfits to pictures/images
their sentences, students should not start working while the • Create complete sentences
TEACHER is explaining, etc.). As well, she will demonstrate • Use different words related to clothes
one or two examples so that STUDENTS understand what is and fashion (i.e., garments and
expected of them. The INSTRUCTOR will remind LEARNERS patterns)
that she will need to correct the first exercise before they can • Practise adjective order
move onto the second one. She will also add that students • Work individually
may colour the pictures illustrated on the worksheet if they • Work in teams
wish to do so. STUDENTS will pay close attention to the • Write down the instructions related to
instructions and will slowly get ready to work. the end-of-unit project
• Start to brainstorm concerning the
Exercise 1 Considering the level of the first exercise (i.e., easy), end-of-unit project
5 minutes STUDENTS will have to individually complete the first part of
Cross Curricular Competencies:
the exercise in five minutes. During such five minutes, the
EDUCATOR will go around the room to check on students’ • Uses information
progress at least once. Then, she will wait for STUDENTS to • Uses creativity
visit her at her desk for correction. Once they are done, • Cooperates with others
LEARNERS will visit the INSTRUCTOR’s desk to get their first Broad Areas of Learning:
exercise corrected. • Media literacy
Universal Design for Learning/
If students have mistakes, they must go back to their places to Differentiation/
correct them. If everything is correct, they can proceed to the • The instructions are conveyed in both
second exercise. oral and written manners, which is
helpful to auditory and visual learners
Exercise 2 When STUDENTS will get the confirmation that they can • The end-of-unit presentation project
15 minutes continue working on their worksheet, they will have the offers students lots of possibilities and
opportunity to work with their teammates (i.e., in groups of choices
three or four, depending on the way students’ desks are • The end-of-unit presentation project,
placed) to create eight sentences. This configuration will as well as the Revision Game, both
enable students to efficiently cooperate with one another. As focus on students’ creativity
well, students are currently placed in mixed teams (i.e., each • The overall lesson is majorly guided by
team illustrates a variety of levels of understanding). Each the instructor, and is clearly structured
sentence must be about one of the clothing items from the _______________________________________
first exercise and must contain at least two adjectives related EDI_considerations______________________
to possible patterns and/or designs. To help LEARNERS • Possibility to work either individually
remember the vocabulary items associated with patterns or collaboratively
and/or designs that describe clothing garments and/or outfits, • Corrections are based on an individual
the TEACHER will put a list of terms on the board (see level, not a class group level
Appendix A). Once they will be done, the STUDENTS will
consult the TEACHER to get corrected in teams of three or
four. Again, if LEARNERS have mistakes, they will need to go
back to their places to correct them. Then, they will put their
completed document in their ‘Semester 3’ folder, in their
binder.

During such an activity, the INSTRUCTOR will monitor

STUDENTS’ progress by going around the classroom and
correcting them at her desk. If ever they have questions,

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 LEARNERS quietly raise their hand and wait for the TEACHER
to visit them, or they go see the INSTRUCTOR themselves.

Presentation Once everyone has completed the worksheet and has been
5 minutes corrected, the TEACHER will then present the clothing project
by explaining what STUDENTS should include in their
presentation and their written text (see Appendix A). During
such a presentation, LEARNERS will attentively pay attention
to their EDUCATOR’s instructions, and will individually and
mentally start to take notes on their own personal ideas.

Example To illustrate the expectations associated with such a project,

5 minutes the TEACHER will present an example (see Appendix C).
Throughout their INSTRUCTOR’s presentation, LEARNERS
will remain quiet. If they ever possess interrogations, they
simply raise their hand, and wait for the TEACHER’s signal.

Instructions Following the presentation of a possible example, the

5 minutes EDUCATOR will feature the guidelines associated with the
end-of-unit project, so that STUDENTS can exactly and clearly
copy them in their C3 notebooks (see Appendix A). LEARNERS
will start to re-write the complete instructions into their
notebooks silently and individually during the last five minutes
of the day. Considering they will not be done by the end of the
period, LEARNERS will get more time the following day. Then,
once they will be done, STUDENTS will need to confirm that
they adequately re-wrote everything by visiting the
TEACHER’s desk and getting corrected by her.
Closure Closure (transition): FORMATIVE - Assessment FOR learning:
15 minutes Finally, to end this lesson, the INSTRUCTOR will mention that
•Creation of sentences during the
upcoming classes will concentrate on the development of
second exercise
students’ text. Lastly, she will invite students to share their
• Presentation of end-of-unit project
option choices and ideas. LEARNERS will raise their hand and
FORMATIVE - Assessment AS learning:
will patiently wait for the TEACHER to let them speak.
• Correction of the first exercise during
The end-of-the-day routine will ensue. The INSTRUCTOR will the Revision Game
request STUDENTS to pack their schoolbags, and to include • Correction of the second exercise
the following: their agenda, their homework and lessons duo- during the Revision Game
tang, their C1 notebook, their science textbook, their ECR • Correction of students’ written
textbook, and their univers social textbook. The TEACHER will instructions of the end-of-unit project
remind them of the weekly evaluation, which will take place • In-class periods where students will be
the following morning. She will finally ask STUDENTS to rate able to work on their text/presentation
their English pronunciation of the day on a scale of zero to SUMMATIVE - Assessment OF learning:
five; the checking managers of each team will write the • The end-of-unit presentation and text
results, and the student responsible will collect every team’s (which will take place later)
English evaluation sheet.

If time permits it, the STUDENTS will have the opportunity to

play the ‘I have… Who has…?’ card game once. Then,
LEARNERS will put their chairs on their desks, will get in two
lines, and the EDUCATOR will get them back to their lockers,
where they will get ready to get back home.
EDI Consideration:
This lesson enabled students to work both individually and cooperatively. Thus, learners had the opportunity to share their
thought processes and ideas with their peers. Many decided to write sentences on their classmates’ outfits and clothes, which
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encouraged a safe, creative, welcoming, and inclusive learning environment. Additionally, students relied on one another when
correcting the first exercise. Though the Revision Game took more time than anticipated, and thus the presentation of the
project did not take place, this part of the lesson would have given many possibilities and choices to learners concerning their
end-of-unit text and presentation (i.e., the clothes they want to describe, the way they want to describe them, how they want to
build their presentation, if they want to work in teams or not, etc.).
Further considerations; Though students were expected to work on their physical worksheet, they could still access
technological devices throughout the lesson. For instance, the instructor used the board to feature the worksheet’s instructions
and guidelines, as well as the list of patterns and designs students could refer to while constructing their sentences. In addition,
the instructions were conveyed both visually and auditorily, which helped auditory and visual learners. Furthermore, students
had to stand up and move around to work in teams and get corrected by the instructor, which helped kinesthetic students.

Reflection:
Though this lesson went well and was successful, I would still modify it in the future. More specifically, the first activity (i.e., the
Revision Game) took much more time than anticipated. Therefore, I would concentrate the entire lesson on this specific activity
in question. Additionally, instead of sitting at my desk to correct students, I would probably go around the classroom instead, so
that I would be able to simultaneously answer students’ questions and monitor everyone’s progress. Finally, because I was
nervous, I went over students’ copies too quickly, and later realized I did not correct their worksheets properly, which lead to
some confusion. Therefore, I should be careful and should take my time while correcting learners’ work.
Professional Competencies:
• Competency 2: Master the language of instruction (Learners will depend on the corrections related to the first and
second exercise of the Revision Game worksheet, as they will most probably use it to compose their end-of-unit text
and build their Clothing Unit presentation. Thus, the teacher should accurately correct students’ mistakes, and should
correctly provide lots of advice on their work in the language of instruction.)
• Competency 5: Evaluate learning (This lesson seeks to evaluate learners’ progress in relation to their capacity of
describing outfits and clothes both orally and textually. Thus, the instructor must formatively assess learners through
the first and second exercises present on the worksheet.)
• Competency 6: Manage how the class operates (Considering students have the possibility to work in teams at one point
during the lesson, it is important for the educator to know how to appropriately react to and solve conflicts that may
occur.)

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 References

Riley, C. (2022, April 29). Clothes & fashion [Google Slides presentation]. Google Slides.

https://docs.google.com/presentation/d/198LPCQV74-
zNvXMvosBjFR9Ah0qj1O6Uf0VgWNbRn2I/edit?usp=sharing

Riley, C. (2022, April 29). Presentation example [Google Slides presentation). Google Slides.

https://docs.google.com/presentation/d/1wC175U7o7GEfr9qlkwUe6B9bF7iFRq0qkIOAHiwmII/edit?us
p=sharing

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 Appendix A

(please click on the picture)

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Appendix B

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 Appendix C

(please click on the picture)

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