Professional Documents
Culture Documents
Overarch
ing
Questio
How have events, factors, and individuals in Canadian history shaped how Canada is
seen today?
Learner Outcomes
Gener
Specific Outcomes
al
Social
Studies 5.35.3.1 appreciate how changes impact
Outco
Links to
Overarchi
ng
Assessment
Criteria
Students provide
evidence of their
How did they identify the need for change in Canadian society. questions and an
Canadian laws?
By understanding interest in the subject.
are directly
evidence of their
Develop skills of historical thinking:
use photographs and interviews to make
related to the
learning as they
meaning of historical information
question, because construct their letters,
use historical and community resources to
students need to if their letters include
understand and organize the sequence of
demonstrate
valid historical
national
historical
connections and
historical events
understanding
in
reference to previous
explain the historical context of key events of a
order
to
make
learning.
given time period.
connections to
historical figures.
Language Arts
General Outcome
2: Students will
listen, speak, read,
write, view and
represent to
comprehend and
respond personally
and critically to
oral, print and
other media texts.
These outcomes
are connected to
the
demonstration of
the overarching
question. By
making
connections to
the question,
students will be
able to fulfill this
outcome.
*Note* This task is meant to be an individual assignment. You may ask peers, teacher, and
parents for help, but the final assignment should be YOUR work.
Assessment Criteria
Level
Criteria
Connection
to Current
Society
3
Connection
to Personal
Identity
3
Quality
Questions
2.5
Formatting
1.5
Score:
Excellent
4
Proficient
3
Adequate
2
Limited*
1
Insufficient/
Blank*
Letter demonstrates
a sophisticated
understanding of the
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society.
Letter demonstrates
a perceptive
understanding of the
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
Letter demonstrates
a simplistic
understanding of the
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
Letter demonstrates
a limited
understanding of the
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
Letter demonstrates
a sophisticated
understanding of the
impact of historical
figures on aspects of
personal identity.
Letter demonstrates
a perceptive
understanding of the
impact of historical
figures on aspects of
personal identity.
Letter demonstrates
a simplistic
understanding of the
impact of historical
figures on aspects of
personal identity.
Letter demonstrates
a limited
understanding of the
impact of historical
figures on aspects of
personal identity.
Letter develops
insightful questions
that show a deep
connection to the
historical figure.
Letter develops
reasonable
questions that show
an acceptable
connection to the
historical figure.
Letter develops
superficial
questions that show
a narrow
connection to the
historical figure.
Letter develops
ineffective
questions that show
a poor connection to
the historical figure.
Letter shows
excellent
understanding of
proper business
letter format and
shows exemplary
organization and
grammar use.
Letter shows
qualified
understanding of
proper business
letter format and
shows effective
organization and
grammar use.
/40
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.
2.
Key Questions:
How have events, factors, and individuals in Canadian history shaped how Canada is seen today?
English Language Arts
General Learning Outcomes
General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
General Learning Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Learning Outcomes
Specific Learning Outcome 1.2: Clarify and Extend
Use other ideas to expand on your own knowledge
Specific Learning Outcome 2.4: Create Original Text
Generate Ideas: Use texts from listening, reading and viewing experiences as models for producing own oral, print and
other media texts.
Social Studies
Generate original ideas and strategies in situations of individual and group activities
Lesson 1:
Grade: Five
Goals/Key questions
Overarching Essential Question: How have events, factors, and individuals in Canadian history shaped how
Canada is seen today?
Lesson Guiding Questions:
Lesson 1: What are the key components of conducting a successful interview?
Lesson 2: How have historical events in your familys history shaped who you are as an individual?
Lesson 3: How were the actions of the Famous Five relevant in Canadian history?
Goals: This is a pre-lesson for the interview activity. Students will learn what embodies a good question and how to
create their own interview questions through critical thinking.
Objective (connected to PofS):
Language Arts Outcomes
General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Outcome 2.4: Create Original Text
o Generate Ideas: Use texts from listening, reading and viewing experiences as models for producing own
oral, print and other media texts
Content:
Introduction (how
will you engage
students? Connections
to previous learning?)
Time estimation:
10 min.
Transition
considerations
Activity 1
Transition
considerations
Activity 2
Time Est: 15 min,
below)
Following the video, the teacher will ask what questions
were commonly used to begin the interview, e.g. what is
their name? where are they from?
Teacher will prompt the students to discuss why gaining
background information is important.
Activity 3
Time est. 10 min.
Conclusion
-
Assessment:
-During the lesson, the teacher will take notes on student participation and use those notes to later assess student learning
and perhaps find ways to work with struggling students to deepen understanding. If student participation is lowered, the
teacher can conclude that they may not have a good grasp on the material, and can perhaps work with that student or
review concepts in class.
-At the end of the lesson, the teacher will hand out an exit slip as a formative assessment asking students a good question
that they could ask a family member to gain a deeper understanding of historical events that could have impacted their
families identity. Using these slips, the teacher can assess the student's grasp of the meaning of a deep question. The
teacher can review concepts next class if it seems like they are not well understood.
Accommodations/Modifications:
- Have a student who is unable to read/write pair with a student who can
- If the work sheets do not work out, the teacher can write the students ideas on the board.
Extension: After this lesson, the teacher could then move onto getting the students to create more questions that they
could ask their family, which then could lead to a full interview. The second lesson will touch on how this relates to
Canadian identity and events in Canadian history.
Kermit Interview (Ellen):
https://www.youtube.com/watch?v=1_AUn5poOmA
Residential School Survivor (full)
https://www.youtube.com/watch?v=PSR1uIyq2rU
Holocaust Survivor (full):
https://www.youtube.com/watch?v=cOvOpuSMS-U
Prisoner of War Survivor (Dresden) (full):
https://www.youtube.com/watch?v=qxpRNJan_xA
POW Survivor
POW Survivor
POW Survivor
Content:
What is the teacher doing?
Introduction
Time
estimation:
25 min.
Leading question:
What is identity?
Identity is how you represent yourself,
who you are, what you are and what
makes you, you.
Teacher provides five examples of what
her identity encompasses. (Married,
Teacher, Dog lover, Brown Haired, Blue
Eyes)
Teacher gets students to first individually
write down 5 ideas that create their own
identity.
Teacher will then ask students to take
turns and say their chosen characteristic
out loud, and record the answers on
Wordle (in order to create a visual of the
identity within their classroom.)
http://www.wordle.net
Now that the students have created the
classroom identity, the teacher can
continue to the assignment.
Activity 1
Think Pair Share
Time est: 10
min.
represented by their
classroom.
-Students will be listening
to the teacher and writing
down key points such as
the modality of the
assignment, the person
they think will interview,
when the teacher
describes the assignment.
Time Est: 15
mins
Conclusion
-
Time Est. 10
mins
interview a family
member. They will have
one week to complete this
assignment either in a
video or written format.
Students could be asking
questions for clarity at
this point.
Assessment:
Formative:
Reviewing the students notes
Circulating the classroom while students are in think, pair, share to ensure they are staying on task.
Teacher can carry around a clipboard and take notes on how students are contributing to their discussions.
By asking the pairs to generate a question to share with the class, the teacher is able to use this as a formative
assessment to see if they can create a good thoughtful question.
Ask for one question from each group to enforce input and to create a master list of interview questions
Summative:
Major summative assessment would be at the end of the unit.
Accommodations/Modifications:
Technology: Can interview using video and if that is not easily accessible, then the use of pencil and paper will
suffice
If some students are illegible, they may have the option of typing their interview up on a computer
Extension and extra time activity:
Writing a reflection on how the lesson/interview went for them and how it connects to shaping your personal
identity.
Ask Have these events that have affected your family also affected how you now look at your own identity?
overarching question because it shows students how this historical issue in the past is still
relevant to their individual identity today.
Objective (connected to PofS): Students will understand who the Famous Five are, and what they did that
left a lasting impact on Canadian identity.
SOCIAL STUDIES OUTCOMES:
General Learning Outcomes:
NOTE: General Outcome 5.3 will be represented through each of our lessons.
General Outcome 5.3 Canada: Shaping Identity
-Students will demonstrate and understanding of the events and factors that have changed the ways of life in
Canada over time and appreciate the impact of these changes on citizenship and identity.
Specific Learning Outcomes:
Specific Outcome 5.3.2: Assess, critically, how the Famous Five brought about change in Canada by
exploring and reflecting upon the following questions and issues.
-Who were the Famous Five?
-How did they identify the need for change in Canadian laws?
-How did the changes brought on by their actions affect individual rights in Canada?
Specific Outcome 5.S.7 apply the research process
- use graphs, tables, charts and Venn diagrams to interpret information
- draw and support conclusions, based on information gathered, to answer a research question
LANGUAGE ARTS OUTCOMES:
General Outcome 2 Students will listen speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Outcome 2.1- Use Strategies and Cues
Use Comprehension Strategies- Monitor understanding by comparing personal knowledge and experiences
with information on the same topic from a variety of sources.
Introducti
on
Time
estimation:
5 mins.
Activity 1
(add more
if needed)
Time est:
25 mins
Time Est:
25 mins
Conclusio
n
Time Est: 3
mins.
knowledge on the Famous Five Women and those that did not. This chart is also a form of assessment in which
can allow the teacher to notice if the students are posing good and thoughtful questions derived from Lesson 1.
Accommodations/Modifications:
- For those students that are unable to type/use the computer or iPad, they can research using hard copies
of text books.
- Audio books will be provided for those that have a lower level of reading.
- If a student is unable to read or write, the teacher will also provide the option of having a buddy for that
student so that they are both able to work on the project together.
Extension and extra time activity:
- There will be a time extension of 30 minutes for the next class as described above in the conclusion. If
students are done before this class is done, they have the option of finding another person who is done
and sharing their findings. If they are the only student done, they can research one more questions from
their WANT to learn column.
Reflection on how the lesson went.
What I Learned
C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Megan Axford:
Throughout the mini unit lesson plans, we were able to elaborate ideas learned within class and were able to
connect our lessons back to our overarching question. Our overarching question is How have events, factors, and
individuals in Canadian history shaped how Canada is seen today? This is a very broad question, and therefore takes
more than three lessons in order to go into depth on the various topics that should be addressed. Our first lesson acts as
a direct precursor for lesson two on the interview, as lesson one focuses on making good questions and introduces
students to different kinds of interviews. Students are engaged through the different videos and graphic organizers to
keep them on topic. This lesson is important so that students in lesson two can effectively make thoughtful questions
and create a meaningful interview. Lesson two gets students to think about how historical impacts have affected their
own family. By putting this topic in a personal view first, students will be able to see the connections how these events
shape not only their personal identity, but also Canadian identity. This connection allows for greater understanding
when approaching the overarching question. The third lesson gets students to learn more about the Famous Five,
individuals who have greatly impacted Canadian history especially for women. These lessons act as a scaffold to the
performance task that would be given at the end of the unit, after many more lessons. The performance task connects
all lessons together and is a fair, valid and reliable summative assessment. Throughout the lessons, we have tried to
create many possibilities for students to take control and make them responsible for their learning in a hands-on effect.
I believe that our lessons go hand in hand with the learner centered ideology as the main goal is for students to learn
throughout the activities. Although, this unit could also be considered to fall into the Scholar Academic ideology as
students are learning a lot about historical events that have impacted Canadian history. These two are intertwined
throughout the unit as students are incorporating learning these facts about the past through their own personal
exploration. The teacher also gives choice for the students within the lessons, for example in Lesson 2, students are
able to choose between the creating a hand written interview where the writer and a friend would act out the scenario
or making a movie to present to the class. The teacher focuses on differentiation and takes into account the different
students within the classroom. Roscoe says that differentiation means modifying something to make it different (p.
14, 2012). Through the teachers instruction and planning they have taken into account how these their will be many
differences present within the classroom. This touches on KSA 5 which focuses on accepting and responding to
students learning and working at different levels and speeds. This is extremely relevant within lesson 3 as the teacher
checks through a hands up if.. activity to understand how far along students are within the assignment. I feel this
would be an effective way of teaching the material as the way the lessons are set up students are able to connect on a
personal level to a topic before knowing the historical background facts. These lessons engage the students as there is a
lot of opportunities for students to choose what they are learning. These three lessons focus on questioning, and
students are able to create their own questions to find out what they want to know about a subject to go along with
questions created by the teacher. There is also a variety of different activities that are present throughout the lessons to
keep students involved and on task such as videos, discussions, think-pair-share, graphic organizers and KWL charts.
The students work collaboratively through many of these activities within the lesson which is important as students
need to learn about cooperation. Roscoe describes that cooperative learning strategies take advantage of the inherently
social nature of learning by building social interaction and support into learning activities (p. 25, 2012). These are all
put in place to keep students focused on the present subject matter through getting students to work with their peers.
Scaffolding is also prevalent through the guidance to make sure the questions students are creating are relevant.
Students throughout these lessons, and other corresponding lessons, are learning about how their country got to where
it is today. Through activities such as interviews, videos, researching and discussions students are learning about the
background history of their country and are creating connections with Canadas identity as well as their own.
Janelle Leegstra:
Throughout the process of creating this mini unit, I have learned a lot about what is important to include in a
lesson plan. I have learned that the creation of lesson plans in not about just having something to present, but there is
so much more that needs to be included and thought about in order to accommodate for students and to make this a
valuable learning experience. In our lessons, I believe we incorporated differentiated learning on multiple occasions, as
well as a thoughtful description of how things connect back to the curriculum, so that the teacher is never lost as to
why they are teaching and where they are headed.
Each of our individual lessons ties back to that original question, How have events, factors, and individuals in
Canadian history shaped how Canada is seen today? Although these three example lessons are only precursors to the
more in-depth material that will be presented later on, it is clear that these lessons are guiding students to look deeper
into this issue, and will help them at a later date to create their final assignment. By teaching them how to ask good
questions, students will know it is important to look deeper into the lives of people who have come before us, in order
to better understand where we are today. By setting kids up to do an interview with family members, we have taught
the children not only to continue to ask guiding questions, but also to connect these lessons to their own lives. This
personal connection will create deeper learning. The basic introductory lesson for the Famous Five allows the teacher
to gather what students have for background knowledge, and will guide future lessons about the Famous Five.
Although it is clear that this unit will take place over the course of a few weeks, these lessons set a great foundation of
learning for the students, and will allow the students to make better connections to their own learning.
In our lessons, we talked often about considerations and pre-learning, to be aware of what students will need to
know and what they might not know. We took into account that we may or may not need to guide students through
each lesson with our own questions, or that its possible the students will take charge and guide the lessons on their
own. We hoped that through the course of these lessons, students would build their understanding, and this would give
us a good push towards future learning.
We included differentiated learning on multiple occasions in our lessons. Students were given opportunities in
all three lessons to incorporate their own skills and knowledge as well as use multiple methods of expression and
research. For example, in lesson one, discussion was open, and students could bring their own ideas to the foreground.
In lesson two, students were given multiple options as to how they could conduct their interview, and how they would
record their answers. In lesson three, students could research their ideas in multiple ways, and this would give them the
opportunity to keep their interest levels up.
These are just a few examples of how each lesson encourages deeper learning, and helps kids come to an
understanding of the topic at hand. It is important to include these in all lessons, so that no kid is left behind, and
everyone is excited to learn.
Kayla Matkowski:
Our Mini-Unit revolved around the overarching question, How have events, factors, and individuals in
Canadian history shaped how Canada is seen today? Through each of our lessons, we constantly provided activities,
discussions and questions that would essentially link to the concept of identity. Although two of our lessons were more
personally based on the students identities, they were crucial to have in order to know how to develop questions for an
interview and to eventually learn how their identity connected to Canadas identity; a more apparent connection shown
in Lesson 3 of our Unit. In lesson 1, we focus on the students ability to form good and thoughtful questions. With the
use of graphic organizers, exit slips and lots of partner and group discussion, this lesson, for the most part, is based off
of the Scholar Academic ideology. This lesson is strictly knowledge based and videos and graphic organizers are the
only activities that are available to the students to understand the concept of making a good, thoughtful question, as it
will help them in the end when writing their letter to a historical figure (the performance task).
In lesson 2, the focus is the family member interview. Students continue to discuss thoughtful questions but put
them in context of an interview by conducting mini-interviews with a partner. Students focus more on what to ask in
an interview in this lesson. Through the wordle activity of sharing their personal identities and sharing their good
questions to the class, the students are engaged. This lesson provides more of a Learner-centered ideology in the sense
that there is some choice given in the activities, such as being able to hand-write or type questions or the choice of
working individually or in pairs and when assigned the assignment, they can choose which format they would like to
complete the interview in.
Lesson 3 focuses on the Famous Five women; one of the category options for when students write their letter
to a historical figure (performance task). This lesson includes a video clip introducing the Famous Five, a KWL chart
group project and time for an individual research project. This lesson starts out as scholarly academic based, as there is
only one activity for every student. Although one choice is being given to every student, students still have the choice
in how they would like to complete that activity; they are able to work together or alone and can use books or a
computer for the individual research portion.
Roscoe states, planning and preparing for effective instruction so that students are neither bored nor
frustrated is a major component of teacher effectiveness (Roscoe, p. 34, 2012). We ensured that within each lesson,
we created more than enough activity for the students to do so that they would never be bored. For example, in each
lesson, we included an activity for the students to do if they were done their assignment. In lesson 3, students were
asked to share their research with another student, and for lessons 1 and 2, students were asked to write a reflection
piece on what they had completed in the class. As teachers, we made it a requirement to include extra time activities
such as the ones listed above so that, 1) We, as teachers would be prepared and 2) The students would constantly
remain working and therefore, never be bored.
All of the activities we chose for our lessons were engaging and allowed for a positive learning environment.
According to Davies, a positive learning environment consists of giving the students time to learn and for them to feel
safe in the classroom so that they can make mistakes because that is perfectly acceptable (Davies, p. 34, 2011). For
example, in Lesson 1, we provide the students with graphic organizers so that they are able to individually fill these
out, but they are also able to converse with a classmate or two, therefore representing the instructional strategy of small
group learning (Roscoe, p. 16, 2012). In lesson 2, the students are engaging in a positive learning environment by
pairing with students to ask them interview questions and they are also engaged in the class by providing the teacher
with one characteristic that makes up their personal identity, eventually adding to the classroom identity through
wordle. In lesson 3, activities such as the KWL Chart and individual research are used. Although the individual
research is not as engaging, a KWL chart is filled out first with a group, not only using the group project instructional
strategy, but this also allows for students to feel comfortable with their ideas before throwing themselves into their
research. The individual research allows for the students to learn on their own time and to make mistakes while having
their teacher there for assistance, therefore encompassing a positive and constructive learning environment.
ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
Description
of what
teacher is
doing:
Think pair share: This activity is For the use of formative assessment,
used to get students to consider why we incorporated the following
they think an interview would be
techniques into lesson 1: Think Pair
important, and why good questions Share, Graphic Organizers and Exit
should be used in this situation. The Slips. Each technique ties into the
teachers responsibility is to discuss concept of creating a positive and
the purposes of an interview, and
constructive learning environment.
how there can be good/bad
With Think pair share, students to
questions during an interview.
consider why they think an interview
Graphic Organizers: Teacher will would be important, and why good
show the Kermit interview to the
questions should be used in this
kids, while the children take notes in situation. Students are able to think
the graphic organizer.After
of their own answers first and then
watching the videos: teachers can get to share with a buddy; this creates
get students to talk in their table
a form of peer-assessment and allows
groups about what the students
the student to be more comfortable
found interesting about the video, with their own answers before
and have them discuss what they
sharing them to the class. The
wrote. Teacher can take notes on
graphic organizers are used for both
the quality of student discussion. the Survivor interviews and the
Following the table group
Kermit interview. According to
discussions, the teacher will prompt Davies, it is important for students to
students to share individually their be provided with models, exemplars,
findings, among other things that
etc in order to help with learning and
they noticed during the videos. The understanding of expectations
purpose of the discussion will be to (Davies, p. 15). By providing these
begin differentiating between a
exemplars of the graphic organizers,
thoughtful interview from a vague the students will understand what is
and fact filled interview.
expected of them and in turn, will
Exit Slips: Teacher will hand out most likely do better. The exit slips
exit slip and get students to write a provide another technique of
thoughtful question that they could formative assessment, as the teacher
ask their family relating to identity. can see if the students can write a
The teacher can take these exit slips good and thoughtful question that
and review some good examples of they could potentially ask a family
deep questions in the next class.
member (linking to Lesson 2). This
This will help add quality to the
exit slip connects school life to home
questions that the students will be life and provide another way for
creating in the next lesson during students to show what they know and
the family interview activity.
to give proof.
Description of
what students
are doing:
Sequence of
key
questions:
In lesson 1, introductory
questions are asked such as,
what differentiates a bad
questions from a good
question? in order to begin
the lesson. Prompt questions
are used to initiate the
background questions
activity such as, What is
their name? Where are they
from? The students then
pair up and are required to
ask each other background
questions. Although there
arent as many questions
being asked directly by the
teacher in lesson 1, students
are required to fill out
multiple graphic organizers
when they watch the
interview videos. By filling
out these organizers, the
students are required to
answer questions or fill out
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Rationale: Assessment
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
formative assessment
reflect key assessment
concepts?
Description
of what
teacher is
doing:
Description of
what students
are doing:
Sequence of
key
questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Rationale: Assessment
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
Description
of what
teacher is
doing:
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you useSlip:
that
Entrance
The Teacher will
Description of
what students
are doing:
Sequence of
key
questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.
Rationale: Ed Technology
Lesson
Overvi
ew:
Lesson Outcome:
5.S.1 develop skills of critical thinking and
creative thinking
Evaluate ideas, information and positions from
multiple perspectives
Re-evaluate personal opinions to broaden
understanding of a topic or an issue
Generate original ideas and strategies in
situations of individual and group activities
Seek responses to inquiries from various
authorities through electronic media
5.S.2 develop skills of historical thinking:
Use photographs and interviews to make
meaning of historical information
ICT C.1- Division 2
Students will access, use and communicate
information from a variety of technologies.
Lesson Description:
Students could be using technology in order to
complete the requirements of the assignment.
The students could be using the telephone in
order to call a family member that may not live
with them if they want to interview a person far
away. Students also have the option to take a
video and record them interviewing a family
member. Note: Their interviewee could be a
family member, someone close to them or a
teacher.
Instructi
onal
Processe
Description of what teacher is doing:
s
Evidence of Lesson
Components (opening,
closing, content, timeline)
EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology
Value: 20 10 marks
How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych and
submit your url into Moodle.
Lesson Outcome:
Students will understand who the
Famous Five are, and what they
did that left a lasting impact on
Canadian identity.
Social Studies General Outcome
5.3- Canada: Shaping Identity
Students will demonstrate an
understanding of the events and
factors that have changed the ways
of life in Canada over time and
appreciate the impact of these
changes on citizenship and
identity.
Language Arts Specific Outcome
2.1- Use Strategies and CuesUse Comprehension Strategies:
Monitor understanding by
comparing personal knowledge
and experiences with information
on the same topic from a variety of
sources.
Lesson Description: This lesson
focuses on the Famous Five
women and how they wanted
something, though was not allowed
to have it. The entrance slip is a
way for students to think of this
topic first in a personal context and
in turn, will be easier for them to
relate to.
Instructio
nal
Processes
Evidence of Lesson
Components (opening,
closing, content, timeline)
The goal of this lesson is for
students to understand and learn