Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Cynthia Riley Co-operating Suzanne Ouellette

Teacher(s)
Date Wednesday, Start/End 7:50 AM to 8:50 AM Room 247 (Group 554)
May 25th, 2022 Time

Title of lesson
Subject
Relevance
Resources Required
Materials Required
QEP Subject Area
Competencies
Learning Objectives
Essential Question(s)
Closure of Clothing Unit Grade level 5th grade (Elementary)
English (Intensive) Topic Clothes (Clothing)
This lesson seeks to act as a unit conclusion and will permit learners to reflect on the knowledge they
have previously acquired throughout the Clothing Unit. In other words, learners will have the
opportunity to learn more about cultural traditions tied to clothes and fashion. Additionally, they will
have some time to work on one of the last pages of their B.E.B. (blue English book) and to continue
writing their end-of-unit text, which will both be useful for their upcoming presentation. Thus, this
lesson will actively and efficiently prepare students for their end-of-year evaluations, specifically their
end-of-unit project.
• Insight Vacations [Username]. (2020, July 22). Sarain Fox and the power of Indigenous
storytelling [Video]. YouTube. https://youtu.be/i_pDrjL9kjs
• Ouellette, S. (2021). Intensive English book: Grade 5. Privately published
• Riley, C. (2022, May 22). Clothes & fashion [B.E.B. p. 131]. Quizlet.
https://quizlet.com/_blzro1?x=1jqt&i=410uvl
• Smart board
• Wi-Fi
• Access to Mozaïk (school platform)
• Access to ClassDojo
• Access to GoNoodle
• Access to Quizlet
• Access to ActivInspire
• Students’ blue English book (B.E.B.) (see Appendix A)
• Students’ C3 notebooks
• Pencils, colouring pencils, erasers, and highlighters
Competency #2: To reinvest understanding of oral and written texts
Competency #3: To write texts
By the end of this lesson, students will feel more confident concerning the usage of vocabulary items
related to clothes and fashion, namely considering this specific lesson will constitute a unit closure. As
well, learners will get to know more about their own clothing and clothes shopping habits. They will
be more familiar with the pronunciation and meaning tied to diverse clothes-related vocabulary
terms. Finally, students will get to know more about Indigenous traditions connected to clothing and
fashion.
Do we not pay enough attention to the clothes that we wear? What did you learn in this unit? Did you
ever think about the meaning behind your clothes before? Did you ever make some of the clothes you
currently wear? Are there traditions connected to the clothes and/or outfits you usually wear? What are
your favourite clothing garments and/or accessories? Why?

Lesson Introduction (hook): Student will know:

Timing Considering this lesson will take place at the beginning of the • New vocabulary terms related to
60 mins. day, the INSTRUCTOR will first conduct the usual morning clothes and fashion (i.e., ‘handmade,’
routine. She will greet students and will take the attendance. If a ‘baggy,’ etc.)

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 birthday is to be celebrated, the student in charge of the • The sentence structure related to the
Morning ‘birthday’ responsibility/job will select a card and get the description of a given clothing
routine birthday elephant out of the cabinet. Then, all students will sing garment
10 mins. together. Finally, the birthday person will choose the GoNoodle • The tight connections that exist
choreography. If no one’s birthday is being celebrated, a random between clothing garments and
student will be selected through the ClassDojo application. The cultural traditions
TEACHER will take the attendance through Mozaïk, the school • The pronunciation and meaning
platform. associated with newly acquired
vocabulary items
Development (Learning activities – step by step sequential Students will understand:
procedure): • How to adequately construct and
follow sentences when describing
clothes
• How to appropriately pronounce the
new words that figure on the
worksheet (see Appendix A)
• That connections and links between
clothes and cultures exist
• That some nouns can be used as
adjectives to refer to clothing
garments (i.e., 'brand name')
• That clothes have different meanings
for different people
Following the morning routine, the TEACHER will ask the Students will do:
Guiding
questions
following guiding questions to students: ‘Do your clothes mean • Watch a short video on specific
anything to you?’ ‘Do they tell the story of who you are?’ ‘Are Indigenous clothing traditions in
+ video
they important to you?’ STUDENTS will be expected to share Canada
10 mins.
quietly and respectfully. Then, the INSTRUCTOR will feature a • Adequately pronounce newly acquired
video (i.e., Insight Vacations’ Sarain Fox and the power of vocabulary items
Indigenous storytelling) on the board, and will turn the closed • Understand that tight connections
captions (i.e., subtitles) on. Before playing the video, she will ask exist between cultures and clothes
STUDENTS to watch and listen to the video with close attention, • Complete the one-hundred-thirty-first
and to remain openminded throughout the viewing. During the page of their B.E.B. (i.e., blue English
video, LEARNERS will pay attention to its contents and book)
messages. Considering the pace and new words the video • Continue writing their text for their
displays and contains, after the viewing, the EDUCATOR will end-of-unit project in their C3
paraphrase the overall meaning of the video and will redirect its notebooks
themes to the general lesson theme at hand, meaning clothes Cross Curricular Competencies:
and fashion. STUDENTS will have the opportunity to create a
• Uses information
small class discussion and to share experiences and stories with
• Adopts effective work methods
their peers.
• Achieves their potential
Then, the TEACHER will open Quizlet, and will feature a list of • Communicates appropriately
Quizlet Broad Areas of Learning:
the terms present on the one-hundred-thirty-first page of
10 mins. • Media Literacy
STUDENTS’ B.E.B. (i.e., blue English book) (see Appendix A).
The INSTRUCTOR will first enunciate the words, one by one, and Universal Design for Learning/
STUDENTS will repeat after her. Doing so will enable the Differentiation:
EDUCATOR to check and correct LEARNERS’ pronunciation • The closed captions (i.e., subtitles) will
skills. As well, the TEACHER will encourage students to verify the be activated during the viewing of the
definitions of the terms displayed on the board in their dictionary video
in the next part of the lesson. • The instructor will make sure to
paraphrase/rephrase the video’s
B.E.B. p.
The INSTRUCTOR will display the one-hundred-thirty-first page content and messages following the
131
of students’ blue English book (i.e., B.E.B.) (see Appendix A). She
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15 mins. will shortly explain the worksheet’s goals and expectations by viewing, so that learners better
going over each of its questions. As well, she will present one understand its themes
example, so that STUDENTS know exactly what to do. She will • Music will possibly be put on
instruct STUDENTS to complete the document by themselves, in • The instructions related to the blue
silence. While LEARNERS will work, the TEACHER will travel English book’s worksheet will be
across the room and will monitor STUDENTS’ progress. If explained both orally and visually,
STUDENTS develop questions and interrogations, they will which will help auditory and visual
simply raise their hand and await the EDUCATOR’s visit. learners
STUDENTS will also be expected to raise their hand upon
completion; the INSTRUCTOR will correct them at their desk.

If students are on task and remain quiet during the first five
minutes of the activity, the TEACHER will put some background
music on.

Text When LEARNERS will have their blue English book (i.e., B.E.B.)
10 mins. worksheet corrected, they will get the opportunity to continue
working on their end-of-unit text (i.e., the text they will recite in
their Clothing Unit presentation) in their C3 notebooks.
STUDENTS will be expected to write between five to ten lines of
text and describe the outfit of their choice individually and
silently. Additionally, once they will be done, LEARNERS will
visit the student teacher’s desk to get corrected.
Closure (transition): To end such a lesson, the TEACHER will FORMATIVE - Assessment FOR learning:
Conclusion invite STUDENTS to put all their materials away in their basket.
• The morning routine
5 mins. Then, she will ask the following questions: ‘Did you learn
• The guiding questions that take place
something new about yourself today?’ ‘Do the clothes and/or
both at the beginning and at the end
outfits you wear tell your story?’ ‘Did you know that outfits and
of the lesson
clothing traditions are important to some people?’ ‘Did you learn
FORMATIVE - Assessment AS learning:
about specific clothing traditions before (i.e., during your univers
social and ECR courses)?’ STUDENTS will be expected to answer • The viewing of the video on
and share their stories and experiences quietly and respectfully. Indigenous storytelling, art, and
clothing traditions
• The completion of B.E.B. p. 131
• The continuation of the end-of-unit
written production
SUMMATIVE - Assessment OF learning:
Though the continuation of the end-of-term
text constitutes a summative assessment, no
grade will be given to students yet, as they will
have additional time to work on such an
evaluation the following day.

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Appendix A

References

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Insight Vacations [Username]. (2020, July 22). Sarain Fox and the power of Indigenous storytelling [Video]. YouTube.
https://youtu.be/i_pDrjL9kjs

Ouellette, S. (2021). Intensive English book: Grade 5. Privately published

Riley, C. (2022, May 22). Clothes & fashion [B.E.B. p. 131]. Quizlet. https://quizlet.com/_blzro1?x=1jqt&i=410uvl

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