Lesson Planning Template

ED 3501
Fall 2023

Component One: Organizational Information

Teacher
Grade
Name(s)
Ms.Martin Level(s) Grade 5
Unit(s) /
Subject Acrostic Remembrance day
ELA/ART Topic(s) /
Area(s) poems
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson
60 mins
within
2/4
Duration Sequence:

Component Two: Description and Rationale

This lesson plan includes activities that explain the significance of Remembrance Day,
its history, and symbols associated with it. Connecting this topic to art conveys to the
students that art has a deeper meaning behind it. It also guides students in creating
Description: acrostic poems to convey the emotions and images linked to Remembrance Day. This
lesson plan encourages creativity and emphasizes the importance of visual presentation.
Formative assessment is incorporated to provide feedback and differentiation to cater to
various learning needs.

Remembrance Day is a consistent memorial day in Canada. It occurs every year where
Rationale: children are given it off. It is important to reinforce its importance so students do not fall
into the belief that it is a “free” day off.

Component Three: Learner Outcomes

General
Learner
Outcomes(s)
(GLOs) Component 3 APPRECIATION: Students will interpret artworks for their
(or equivalent) symbolic meaning.
● An artwork can be analyzed for the meaning of its visible components and their
interrelationships
Specific
Learner ● Apply creative thinking processes to enhance personal expression and artistry.
Outcome(s)
(SLOs) ● Create expressive descriptions by selecting vocabulary to convey mood or sensory
(or equivalent)
images.
● Adjust the pitch or projection of their voice with respect to purpose, audience,
context, and space.

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ED 3501
Fall 2023

Component Four: Learning Objective(s) and Assessment Evidence

● Students will analyze artwork for the meaning of its visible components
and their interrelationships
● Students will apply creative thinking processes to enhance personal
Learning
Objective(s)
expression and artistry.
● Students will create expressive descriptions by selecting vocabulary to
convey mood or sensory images.
● Students will adjust the pitch or projection of their voice with respect to purpose,
audience, context, and space.
Intended
Learning Objective Driving Question(s) Response(s)

Students will analyze “I want people to remember the

artwork for the meaning of
its visible components and
their interrelationships
Students will apply creative
thinking processes to
enhance personal expression
and artistry.
Students will create
expressive descriptions by
selecting vocabulary to
convey mood or sensory
images.
Students will adjust the pitch
or projection of their voice
with respect to purpose,
audience, context, and space.
“What are you trying to convey soldiers when they look at it”
with the visible parts of this “Maybe feel a little sad”
acrostic poem?” “I want people to want peace after
they see my poem”
"What's the most unique and “Creating what you want to
creative way you can think of to create”
express yourself through art or a
creative project?"
"What words can you use to “War” “Poppies”
describe remembrance day so “Peace”
people who view your acrostic “Fallen”
poem feel a certain emotion or “Sad”
picture it vividly in their mind?" “Guns”
“Speak loud and clearly so others
“When presenting we are
can understand you”
presenting what we want to do
with our voice and speech ?”

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
● Canadian War Museum- ● Blank pieces of paper
https://www.warmuseum.ca/firstworldwar/history/after
-the-war/remembrance/remembrance-day/ ● Mrs. Weinrauch’s example
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● Alberta Program of Study for Grade 5 ● Whiteboard markers
https://education.alberta.ca/media/482114/elemart.pdf

Teacher Tasks
● Photocopy Mrs. Weinrauch’s example to put on the board

● Have blank pieces to be handed out

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention
Grabber ● “Okay my friends, Can anyone tell me what is important about this
saturday, November 11?”
● If they aren’t getting that then ask “why is there poppy art in the
hallways and why are people wearing poppies?”
3 mins
● Intended responses: “It is remembrance day” “It is a day to 2:30-2:33
remember soldiers”
● “How does this art make you feel as you walk through the
hallways?”
● Intended response: “It makes me sad” “It makes me remember”
Description
and
Rationale ● The question creates curiosity and prompts the students to think about the
significance of the mentioned date.
● Highly relevant as it connects the lesson to an upcoming event,
Remembrance Day (November 11). It provides a real-world context for
the lesson, making it more meaningful and relatable to the students.
● By asking about poppy art and the significance of November 11,I am
tapping into the students' prior knowledge or observations, prompting
them to recall and connect with their existing understanding of the topic.
● The questions require students to think critically and reflect on the
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importance of Remembrance Day

Time
Activities Allotment
Explanation
& Word
Association ● Explain that we observe Remembrance Day to honor fallen soldiers
Students who gave their lives for their countries, as a way to promote peace
will analyze and to remember all those who made and continue to make
artwork for sacrifices during conflicts. We do all of this by attending
the ceremonies, memorials, wearing poppies, not going to school or
meaning of work and through artwork.
its visible ● Explain why we take a moment of silence at 11 am because that's
components when in 1918 World War One came to an end and people wanted
and their thay day to be remembered because of how many sacrificed during
interrelatio World War one and continue to sacrifice when conflict is happening
nships ● Write Remembrance Day on the board
● I will tell them that i am going to get them to give me words they 7-10 mins
associate with Remembrance day 2:33-2:43
● "What words can you use to describe remembrance day so people
who view your acrostic poem feel a certain emotion or picture it
vividly in their mind?"
● “I am going to do the first one” Write “War”
● Give them time to think and come up with examples
● Show them pictures if they are struggling with words
● “We are going to create acrostic poems for this remembrance day
and before I go too deep into it, i want you to think about what you
are trying to convey with the visible parts of this”
Prompt for if they are struggling:
- “What symbols do we associate with remembrance day?”
- Intended responses: Poppies, crosses, Flanders field, soldiers, war
- “here I will give you another word but think about what these words
have in common”
Transition Assess their understanding of Remembrance day and what it’s meaning is.
Give them more examples of words if they are struggling

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Making the - Circle 5 words of your choice, at least 2 3 letter long while the rest
Acrostic are longer.
Poems - “Alright while all these words are great and genius, we are going to
create a Remembrance day acrostic poem out of these 5 that i have
Students chosen”
will apply - “So your acrostic poem needs to use one of these words as the
creative words that go downwards”
thinking - “here is Mrs. Weinrauch’s example of one”
processes to - Show them Mrs.Weinrauch’s example
enhance - “Along with using one of these words, you have to make it look just
personal as beautiful as this one. These are going outside our classroom on
expression the bulletin board so it has to look good. If it doesn’t, you will redo
it until it is the most beautiful thing because I know you can all
and artistry.
create that.”
- “Include some of the symbols we talked about that are linked to
Students Remembrance day but i will also allow you to google pictures of
will create Remembrance day symbols so you can gather ideas”
expressive - Get Lily to hand out the paper
descriptions - If any disruption, wait till I have their attention and if it can’t be
by selecting gained than i will say “We cannot continue if the volume continues
vocabulary to be loud”
to convey - “Make sure your sentences beside the letters are written nicely so 35-40
mood or we can fully understand your poem” mins
- “You have lots of time to complete this and if you don’t get it done 2:43- 3:18
sensory
images. today, you can work on it before Friday so please do not rush”
- “You can work wherever you’d like to but not in the room across
the hall
- “Remember what we learned yesterday and today in LA and i will
be looking for capitalization and punctuation in your acrostics”
- “Once you have completed but not finalized with using markers and
stuff that doesn’t erase, make sure you have edited it for
capitalization and punctuation because I will be looking. Ask for
help if you are unsure before you make it permanent.
Formative Assessment:
Walk around with Mrs. Weinrauch and check in with all the students
Ask what their poem is about
Give feedback
Differentiation:
- By including the 3 letter words and allowing choose, Reynolds and
Hunter should feel more comfortable and willing to complete the
project
- Levi will be reminded to take his time with his writing so his
sentences are articulated well

- Give them the rest of class to complete it

Transition Assess where students are in their planning or designing of their poems
Decide whether or not they need to return to their desks before cleaning up or
can stay where they are for the assessment of learning
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Closure/Cliffhanger Time
Allotment
Assessment
of Learning:
Adjust the
pitch or “Okay we are going to go around the class and everyone is going to share
projection of what their word is and how their acrostic is going to look or looks like right
the voice now” 5 mins
When we present, we want our voice to be loud and to be clear so others 3:18-3:23
with respect
to purpose, can understand and the others are quiet and making eye contact with the
audience, presenter”
context, and
space.
Transition: “Alright clean up and once you have cleaned up entirely than do your 10 mins
classroom duties” 3:23-3:30

Component Seven: Teacher Reflection

What worked ● Identify highlights, successes, and positive developments experienced during the lesson
well? Why?
● Examine contributing factors/environmental conditions

● Identify low points, challenges, and struggles experienced during the lesson
What didn’t?
Why not? ● Examine contributing factors/environmental conditions

●
What would ● What did you learn about teaching and learning during this lesson that can help you be even
you do
differently more effective with your students during subsequent lessons?
next time to
further ● Specific to your instructional practice, what would you do more of? Why?
promote
optimum ● Specific to your instructional practice, what would you do less of? Why?
learning for all
students? ●