LESSON PLAN TEMPLATE

December 4, Samuel Champlain 7

Date 2018 Lesson Title Grade Level

47 min Social Studies

Time in Lesson Subject Lesson #
Developed by Jennifer Rojas

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Students will:

- 7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation (C, I, TCC)
- 7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
- 7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-Confederation
Canada by exploring and reflecting upon the following questions and issues:
- What were the social and economic factors of European imperialism? (CC, I, TCC)
- In what ways did European imperialism impact the social and economic structures of Aboriginal societies? 
- Who were the key figures in the French exploration and settlement of North America? 
- What were the different ways in which Aboriginal societies were structured 

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…

-Know who Samuel de Champlain is - Students working with their table groups to create a web of the
-Know where Samuel de Champlain explored characteristics of Samuel de Champlain
-Know what he is famous for - They are using their prior knowledge/ research of the 3 main
-Know what he did C’s
- Students taking notes
- Students engaged in the video and classroom discussion

Personalization/Differentiation
Adapted from Wiggins, Grant & J. McTighe (1998)
 Resources How will you attend to the needs of ALL learners in this lesson?
What materials/resources/technology will be required?

Computer -Each table group will have a white board they will create a web as a
Power point group with the characteristics of Cartier – Peer support
Paper 7a: 4 students
Pencils 7b: 2 students
White Board -Students will copy web from board, use mini white boards and a
Mini White Boards video will be shown (Visual).
Markers
Textbooks

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

- Review what we learned last class connecting their previous learning of Giovanni Caboto and Jacque Cartier exploration
- Use the white boards to organize their ideas and knowledge
- Play a video
- Work with their table groups
- This is connecting to their previous knowledge of Samuel de Champlain learned in grade 5
- Their previous knowledge of the 4 main reasons why the imperial countries of Europe wanted to expand their empires (economics, competition, religion, curiosity)

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What are the STUDENTS doing? How are they engaged while Approx. time
Adapted from Wiggins, Grant & J. McTighe (1998)
What is the TEACHER doing? What is your plan for the body of you are teaching the lesson?
the lesson? What steps are taken during the lesson?
Teacher: Hand out the white boards and markers to each Students watch the video 47 min
table
Students work in their groups to complete as much as they
can on their webs about Samuel Champlain using their
Have a web on the board and ask students to copy it textbooks/information from the video.
down
Complete the classroom web
Show the YouTube video
https://www.youtube.com/watch?v=0Ei6ZcP4WQ8 Write their final web in their notebooks

Ask students to grab a textbook Wrap up

They will work on their group webs in their table groups

using their textbooks to help them find information.

After the students have completed their webs they will

then fill out the web on the board.

Go over the main points

 Samuel de Champlain sailed to North America under the

command of Pierre de Monts, and began a new era of
permanent settlement in the new land.
 The first settlement was disastrous and many men died
of scurvy and harsh weather conditions.
 Port Royal was built on what is now Nova Scotia – a
habitation settlement with gardens and common
buildings.
 Champlain started a social club called the “Order of
Good Cheer” to help the colonists deal with the harsh
winter months and provide entertainment.
 Champlain moved to the St. Lawrence River, and set up
his new colony in the location now known as Quebec

Adapted from Wiggins, Grant & J. McTighe (1998)

 City.
 Champlain was a talented cartographer and mapped out
much of northeastern North America.
 He explored the St. Lawrence River and the Great Lakes.
 He is known as the “Father of New France”.
 Champlain was also a French fur trader and established
relationships with several First Nations Peoples.

Students draw the final web in their notebooks

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Ensure the students are engaged in the lesson. All members of the table group must participate in the completion of the chart
As a class, we choose from the large web the most important points about Samuel de Champlain
The completion of the classroom web

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)