Lesson Planning Template

ED 3501
Fall 2023

Component One: Organizational Information

Teacher
Grade
Name(s) Taylor Fornwald Grade 4
Level(s)
Unit(s) /
Subject
Social Studies Topic(s) / The Metis
Area(s)
Strand (s)
Start/Stop Position
Start: 8:48 am
Times + of Lesson
End: 9:34 am 3/24
Lesson within
Duration: 46 min.
Duration Sequence:

Component Two: Description and Rationale

We will do an activity to get a better understanding of what a demographic is. From there, we
Description: will learn more about the Red River Metis, the demographics of Red River, and the Metis
identity. Students will then have time to work through a worksheet about the information they
have learned.

This connects yesterday’s lesson with the curriculum. Using an activity that involves the
students will help them understand the content on a deeper level. Giving them time to work
Rationale:
allows them a chance to write the information down so they can look back on it before an
assessment of sorts.

Component Three: Learner Outcomes

General
Learner 7.2 Following Confederation: Canadian Expansions:
Outcomes(s) Students will demonstrate an understanding and appreciation of how the political, demographic,
(GLOs) economic and social changes that have occurred since Confederation have presented challenges
(or equivalent)
and opportunities for individuals and communities.
Specific 7.2.4 assess, critically, the role, contributions and influence of the Red River Métis on the
Learner development of western Canada by exploring and reflecting upon the following questions and
Outcome(s)
(SLOs) issues:
(or equivalent) What were the Métis, First Nations, French and British perspectives on the events that led to
the establishment of Manitoba? (TCC, PADM, I, CC)

Component Four: Learning Objective(s) and Assessment Evidence

Learning Students will be able to explain the Metis identity more in depth.
Objective(s) Students will be able to define demographic.
Students will be able to understand the culture of Red River, Manitoba.

Intended
Learning Objective Driving Question(s) Response(s)

Selling buffalo meat

Students will be able to explain the What was a way the Metis made
Metis identity more in depth. money?

1

Students will be able to define
demographic.
Students will be able to understand
the culture of Red River, Manitoba.
What is a demographic?
What was another group of people who
lived in Red River?
Lesson Planning Template
ED 3501
Fall 2023
The characteristics of the people of a
particular place.
Roman Catholic missionaries

Component Five: Pre-Lesson Preparations

Materials and Equipment
− Computers
− Worksheet
− Smartboard
− Plickers QR codes
− Phone

Teacher Tasks
− Make powerpoint
− Make plicker assessment
− Print chapter worksheets

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention − 8:48 – 8:53
Grabber − Students settle into classroom
− Suggest they may want their binders
− “We’re going to do a little test to see if you were paying attention last
class...” - formative
− Do Plickers to review definitions from last class 5 min.
o Identity
o Economy
o Demographics
o Assimilation
− “We learned about what can be a part of an identity. Let’s get more in
depth about the identity of the Metis people.”
Description The vocabulary words we looked at last class relate to this class, so not only will I
and see if they were paying attention, but it will also prepare them for what they are N/A
Rationale about to learn.
Time
Activities Allotment
Learning − 8:53 – 9:06
Activity #1 − Ask for definition of Metis – children of First Nations women and European
men
o What do we know?
− Focus on Red River Metis
− Largest community of Metis peoples in Red River, Manitoba, now known 13 min.
as Winnipeg
− “We’re going to look at them demographics of Red River. But first, lets get
a better understanding of what a demographic is...”
− Demographics:
o Examples of what a demographic is
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 Lesson Planning Template
ED 3501
Fall 2023
▪ 29/29 students in here are in Grade 7 Social
▪ 2/31 people in this room are over the age of 18+
▪ Ask for another example from students
▪ If they cannot think of any, do it after sheet
− Do demographics sheet as a class by raising hand
− “Do we understand what demographics are now?”
Learning − 9:06 – 9:14
Activity #2 − Demographics of Red River:
o 4000 Francophone Metis (mostly Catholic)
▪ Language and religion
o 1000 other people
▪ Country-Born Metis (protestant)
▪ Cree and Anishinabe
• Culture
▪ Roman Catholic missionaries (centers of communities)
▪ Canadiens (ask what a Canadien is to gauge prior
knowledge)
▪ British employees of the Hudson’s Bay Company
o Get 5 students to stand
o 4/5 people were Francophone Metis
− Red River Metis Identity:
o Language
▪ French
8 min.
▪ English
▪ One or more First Nations languages
▪ Michif (Mee-sheef): combination of French, English, Cree,
and Anishinabe (less than 1000 people still speak today)
o Skills - Leather Working, beading
o Economy: made money based on the climate and resources they
were living in
▪ Fur trade (interpreted, provided buffalo meat, trappers,
traders, and freighters, delivered furs in York boats)
• Discuss what was mentioned at the museum
yesterday
▪ Hunted buffalo (council organized hunt + captains,
women cut up meat, created pemmican with shredded
meat, fat, and berries = sell it)
▪ Farmed crops
o Other: travelled by Red River Cart (could be used as a boat), own
style of music, dance, poetry, and other fine art forms
Transition − 9:14 – 9:16
2 min.
− Get two students to help handout worksheet
Learning − 9:16 – 9:30
Activity #3 − Students will have until the end of class to finish the questions in their
Chapter 8 notes.
o Questions 1 + 2 14 min.
− They can work with a partner that is seated next to them, but volume
needs to stay low.
− They can use their textbook to help provide them with the answers.
Closure/Cliffhanger Time
Allotment
Assessment − 9:30 – 9:32
of Learning: − Get students to close laptops 2 min.
− Ask the following questions:
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 Lesson Planning Template
ED 3501
Fall 2023
o What is the name of the place with the highest population of
Metis people?
o What is the ratio of Francophone Metis to other people in Red
River, Manitoba?
o What is one way the Metis people made money?
Transition: − 9:32 – 9:34
2 min.
− Students clean up/put computers away

Component Seven: Teacher Reflection

What do I not
want to take My ability to hold composure and fake confidence in intimidating situations, specifically with a
for granted? bunch of new and older students.

What do I
Instead of providing them with the notes to fill in after the lesson, I could give it to them to fill
want to
tweak? in during. It gives them something to do as I teach and helps them follow along.