Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Téa Saleh Co-operating Teacher Heidi Tessler

Date Wednesday, November Start/End time 9:20 am -10:20 am Room 204

23, 2022

Title of lesson Our Bodies, Our Choices, Our Conflicts Grade level 2
Subject English Language Arts & Drama Topic Respect & Conflict Resolution
Relevance The students have been struggling with conflict resolution in the classroom and often resort to
harmful reactions as a result of not knowing how to solve these problems. We also have
issues of oversensitivity, tattle-tailing, missing healthy snacks, and wanting to skip out on
recess as the weather gets colder. The class needs to practice sympathy, respect, and being
more kind to each other, and to themselves. This lesson will focus on respect, healthy habits,
consent, and conflict resolution, as students would benefit from learning about different tools
they can use to take care of themselves and those around them.
Materials/Resources ● "It's My Body" book by Elise Gravel
Required ● Whiteboard + Projector
● Music and speaker from youtube
● Timer
● Large sheet of white paper with "I am kind, and I..." written at the top.
● Markers
● Skit cards (and list of groups)
● Exit Ticket, Reading comprehension, and filler activities
QEP Subject Area English Language Arts:
Competencies ● Competency 1: To read and listen to literary, popular, and information based texts
● Competency 3: To represent his/her literacy in different media
● Competency 4: To use language to communicate and learn
Learning Objectives English Language Arts:

Conventions of Written and Media Language:

A. Understanding the Conventions of Written Language
2. Usage Conventions (agreement and word choice)
c. Selects words that convey the intended meaning and create a picture in the
reader’s mind
3. Mechanics
c. Spelling

Language Learning Process:

B. Writing Process
4. Editing
a. Checks for spelling, punctuation and capitalization
Drama:

Applications of Knowledge:
To interpret short scenes
A. To become familiar with the dramatic content of the scene
1. Structure
1.1 Story development
B. To apply elements of the language of drama, performance techniques, styles of theatre and
elements of drama

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
1
 1. Language of drama
1.1 Expression using the body
C. To bring out the expressive elements of the scene
1. Performance techniques
1.1 Expressive elements
D. To apply the rules for group performance
Essential ● What is consent?
Question(s) ● What is conflict?
● What can I do with my body?
● Who is in charge of my body?
● How can I take care of my body?
● Why should I respect my friends and their bodies?
● How can I resolve an issue without hurting someone?
● What should I do if my body or my friend's body gets hurt?
Lesson Timing Plan
15 minutes Introduction (Hook)
● (1 minute) Schedule Revision
○ The teacher will explain the plan for
the morning to students before
starting the lesson to ease student
anxiety. The teacher will take
questions at this time.
● (7 minutes) "It's My Body" story
○ The teacher will introduce the topic
of consent and conflict and read the
"It's My Body" story to students.
● (7 minutes) Discussion
○ On a large sheet of paper, the words
"I am kind and I..." will be written.
Students will have a chance to
generate list of ideas as a group,
suggesting ideas of kind things that
they can do for themselves and for
others. The teacher will write down
the suggestions on a large sheet of
paper. It will stay up for students to
revisit throughout the lesson.
30 minutes Development (Learning activities – step-by-step
sequential procedure):
● (20 minutes) Drama skit practice
○ (2 minutes) The teacher will select a
volunteer to help give an improvised
example of a skit to the class. This
way, they will know exactly what they
need to do.
Students will know:
● What boundaries, conflict, and
consent are
Students will understand:
● Why it is important to be kind to
themselves and to others
● Why it is important to set and respect
boundaries
● How to resolve conflict
Students will do:
● Listen to the "It's My Body" story
● Generate a list of kind ideas
● Work in small groups to resolve a
conflict and practise a skit
● Present a skit demonstrating how to
resolve conflict
● Complete a Reading Comprehension
Exit Ticket Packet
Cross-Curricular Competencies:
● 1 - uses information
● 2 - solves problems
● 3 - exercises critical judgement
● 4 - uses creativity
● 8 - cooperates with others
● 9 - communicates appropriately
Broad Areas of Learning:
● Health and Wellbeing; As we learn
about healthy habits in the story and
practice skits that relate to healthy
relationships, students will practise
2
 ○ (18 minutes) The teacher will split
the class into groups of 2 or 3 and
give each group a conflict scenario.
Each group will try to resolve the
conflict accordingly through a very
short (1 minute) dramatic skit.
○ The teacher will circulate to help
students with their scenes.
● (15 minutes) Drama skit presentations
○ Each group will have 3 minutes each
(max) to present their scenes to the
class. they are only required to
present for 1 minute, but extra time
is provided if they need it.
10 minutes Closure (transition):
● (10 minutes) Exit Ticket:
○ The teacher will read out a series of
multiple choice comprehension
questions that relate to the lesson.
(students who can read
independently can complete it when
they are ready). Students will circle
the answers that they believe are
most correct.
○ Quiet background music can be
played once the first page is
completed..
○ As many students will be done early,
there are more activities throughout
the rest of the packet.
■ One page says: "With my
body, I can..." Students will
either write an idea of their
own, or use an idea from the
generated list. They will draw
a picture of what they wrote.
■ After this, they may complete
a "Nice" vs. "Not very nice"
page where they will fill in a
list of kind things on the
taking care of their health and
wellbeing.
● Media Literacy: We will be using the
story "It's My Body" to introduce the
topics of self-care, boundaries, and
healthy habits.
● Citizenship and Community Life:
Throughout this lesson, students will
be learning about personal space,
how to take care of themselves, and
how to treat others. These skills will
be used beyond the classroom as
they practice being kind to others
and themselves in their daily lives.
Universal Design for Learning/
Differentiation/
● Different multiple intelligences and
learning styles to benefit the needs
of each student.
● Group work and pairs work so
students can learn with and from
each other (pairing lower level
students with higher level students).
FORMATIVE - Assessment FOR learning:
● Listening to the story and generating
a list of kind things they can do (for
themselves and for others).
FORMATIVE - Assessment AS learning:
● Working in small groups to find a
resolution to their conflict card and
practise acting it out.
SUMMATIVE - Assessment OF learning:
● Completion of the Reading
Comprehension Exit Ticket Packet.
● Skit presentation
3
 "Nice" side, and unkind
things on the "Not very nice"
side. They can write words
and draw pictures on this list.
■ Lastly, there will be a
colouring sheet on the final
page. Students may
decorate it however they
like.
○ Students will hand this packet back
to the teacher at the end of class.

Equity, Diversity, and Inclusion (EDI) considerations:

● Book chosen represents differences and insecurities in a manner that allows students to accept and cherish
them.
● Characters in the book are varied, not tailored to any specific gender, sex, or race.
● Words learned pertain to the familiar vocabulary used in school by EACH child.
● Activities are diversified and focus on the various learning styles and multiple intelligences for students at each
level.
● All skit groups are specifically chosen by the teacher to ensure that there is an equal balance of strengths in
each group.
● Activities are created in a manner so that each child will have the chance to speak up and participate. They will
have visual and verbal support to help them if need be.

Learning Styles:
● Visual: Images in the story, words written out and posted for students to revisit, images used for the exit ticket
packet.
● Auditory: Quiet music during packet completion time.
● Verbal: Reading the "It's My Body" story, discussing kind things they can do, generating a kindness list, reading
words in the packet aloud by sounding them out.
● Bodily/Kinesthetic: Actively moving to connect the mind and body during skit practise and presentations.

Multiple Intelligences:
● Bodily/Kinesthetic: Being active and using movement during skit practise and presentations.
● Linguistic: Discussing the story and kindness by using language to help each other and to communicate
appropriately.
● Intrapersonal: Reflecting on their own boundaries, likes & dislikes, and strengths & weaknesses.
● Interpersonal: Working as a class to generate the list of kindness, and working in small groups to resolve a
conflict during the skit practice and presentation.

Professional Competencies:

Competency 7 - Take into account student diversity:

This lesson was created to help my students focus on respecting themselves, and respecting others as they have been
having a hard time with conflict. I made this lesson in hopes of helping my students set their own boundaries, respect
the boundaries of others, and manage conflict more independently, as these have been recurring issues throughout the
year. I built this lesson using a story that has a strong emphasis on individuality and celebrating differences. It includes
characters and traits that relate to many different students, without necessarily focusing on one sole group of people. In
sum, this lesson will help my students appreciate their unique qualities and better understand/respect themselves and
those around them.

Competency 8 - Support students' love of learning:

This lesson idea came to me after reflecting on the parent-teacher interviews that were conducted last week. I reflected
on the conflict and sensitivity that has been present each week, and wanted to come up with a way for my students to
tackle this while still practising their ELA skills. There was one interview in which a parent was speaking about her
4
child's energy and disobedience, and she mentioned that she had enrolled her child in drama classes on weekends. As
we are alloted 1 hour per week of Art time, I wanted to introduce a new art form to the class: Dramatic Arts. As I have
an extensive background in Dramatic Arts, I figured that I was well equipped enough to tackle a lesson with a focus on
dramatic enactments to help my students overcome the hurdles they've been dealing with. I created this lesson using a
variety of different approaches to engage each student, not only the "dramatic" ones. I made sure that my activities
would keep students engaged and allow them to have fun while learning. I also made sure to include a variety of
different multiple intelligences and learning styles in this lesson so that students could experience a variation of different
ways to learn. I paired lower-level and higher-level students together for skits to help each other feel encouraged to
continue (I also think small group work helps reinforce the classroom bond that we've been struggling with). I made
sure to include quiet classroom music in the background while students complete their work as well.