Professional Documents
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Lesson Plan Dec
Lesson Plan Dec
Lesson Plan
Lesson Title: Early Explorers Grade: 6 Date: Mon. Dec. 4th
Subject/Strand: Social Studies and Language Unit: Canada Times: 2:00-2:50
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Today I will be teaching about the early explorers that came to Canada. This fits into the context of the unit because these early
explorers shaped Canada’s future. The big idea for this lesson is that many different early explorers have made a significant
contribution to Canada’s development.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Social Studies: A1. Application: assess contributions to Canadian identity made by various groups and by various features of Canadian
communities and regions.
Language: Writing: generate, gather, and organize ideas and information to write for an intended purpose.
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Social Studies: A 1.2 Evaluate some of the contributions that various ethnic groups have made to Canadian identity.
Language: Writing: 1.4 Sort and classify information for their writing in a variety of ways that allow them to view information from
different perspectives and make connections between ideas.
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn: (Social Studies)
- Which early explorers came to Canada
- Why early explorers came to Canada
- What it was like when early explorers came over to Canada
Today I will learn: (language)
- To gather and organize information from a paragraph about early explorers.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
Social Studies
Learning goal 1:
I can …
name the early explorers that came to Canada (Jacque Cartier, Samuel de Champlain)
Learning goal 2:
I can …
List why explorers came to Canada; they were looking for new land and resources
Name which resources they were looking for
Learning goal 3:
I can …
Describe the explorer's relationship with Indigenous peoples
Describe the explorers experience when they arrived in Canada
Language
I can:
- Highlight each question in a different colour
- Read the paragraph and highlight the answer to the questions with their corresponding colours
- Write a brief answer (jot note) to the questions from my highlighted answers
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Written Students will be working on the comprehension Record keeping format.
sheet. Here they are answering the questions I will be walking around the classroom
about three explorers by high lightening the observing if students are completing the
answer in the paragraph. comprehension sheet and are able to find
the information from the questions in the
paragraph about that explorer.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Student will have prior knowledge from grade 3; communities in Canada 1780-1850 and grade 5; First Nations and Europeans in New
France and Early Canada.
I.E.P. program implications: Accommodations, Modifications
Students on IEP may need read the questions and paragraph to them; provide additional support if needed
Differentiation: Content, Process, Product, Environment, Assessment
Proximity to the teacher. If students need a quiet place to work on worksheet, I will provide that for them
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Independent Work: uses class time appropriately to complete tasks.
Initiative: looks for and acts on new ideas and opportunities for learning.
Self-regulation: seeks clarification or assistance when needed.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Explorers
Settlers
John Cabot
Jacques Cartier
Samuel de Champlian
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Grade 6 Social Studies Curriculum
Projector, computer [for PP slide]
Comprehension sheet, 5 different colour markers
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: ___5mins_____ (Indicate time breakdown of instructional elements)
Receive students’ attention: “If you can hear me clap Student will follow the clap.
twice, if you can hear me clap once”
“Perfect, today we are going to be talking about early Students will raise their hands and suggest early explorers
explorers. Does anyone know any early explorers?” that came to Canada:
“Samuel de Champlain: founded Quebec City”
“Jacques Cartier: mapped St. Lawrence river”
“Henry Hudson: English explorer, a river named after
“Great. Can you tell the class something about Samuel de him called the Hudson Bay.”
Champlain? Can you tell the class something about Jacque
Cartier?
Students will raise their hands]
“Why might explorers want to explore Canada?” Why might explorers come to Canada?
“New lands”
“Travel routes”
“Natural resources such as gold and spices”
“Here is a short video. While watching the video I want
you to listen for 2 names.”
https://www.youtube.com/watch?v=Ch78RfDlQhA
“Who can give me one name they heard?” [Students will raise hands]
“Christopher Columbus”
“John Cabot”
“Samuel de Champlain”
“Excellent, let’s learn about some of these explorer” “Jacques Cartier”
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___40mins_____ (Indicate time breakdown of instructional elements)
“Who would like to read the next point?” Students will raise hands
Student will read: “His goal was to sail to Asia, so he left
Europe sailing west but instead he arrived in North America
“Why do you think he ended up in North America or (Canada) and their he claimed land for England.
Canada and not Asia?” [Want students to be thinking; that there were no maps at
(Because there were no maps or even compasses at this this time or even a compass, so navigation was hard, they
time. Explorer just had a goal on where they wanted to go, would go where the wind and the sea took them]
but would end up somewhere totally different)
“why do you think he said they paint themselves with Students will raise hands (want students to think)
certain tan colour?” “He has not seen people of colour before”
“That they don’t look like him”
“Right, because he has not been around people of colour
he assumed that they had painted themselves, not that,
that was their actual skin colour.”
Student thinking:
“does anyone have a guess why they disappeared?” “why did they start to disappear?”
“well it is said that from when the French came they
brought diseases that were unknown to the Indigenous [want students to think of illness]
people, and they ended up becoming ill and dying.”
“He was the first explorer to form an alliance with the First
Nations.”
“In 1609, he joined the Odawa and Wendat war party
against the Iroquois.”
Cam and Caleb answer: “the founder of New France and
“As well Cam and Caleb he is?” Quebec.”
Founded New France and Quebec.
“Question 2 is already done in pink, and when we look at Student will raise hands
the paragraph the answer is highlighted in what colour?” student will answer:
“pink”
[choose student]
“what does question 2 say?” Student will read:
“In what year did England win Acadia?”
“who can tell me the answer for that question?” “1710 they won”
“how do you know?” “because the answer is highlighted in pink like the question”
“Let’s write a brief jot for the answer in the space
provided”
“right, what about question 3?” Student reads:
“Why were the French Acadians moved?” “I think the
question is supposed to be why did they move”
“why?”
After class I will tally up the points for each group and write it on
the board for the students to see which group has the most
points.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?
Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way
of actively demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to the
next activity successfully?
Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?