WSE LESSON PLAN TEMPLATE

Learning Investigating Champlain’s Diary 7

Date Nov. 12, 2020 Experience Grade Level
[Lesson Title]
Social Studies 1
Time in Lesson Subject[s] Lesson #
50 minutes
Developed by
Kylie Higgs

SECTION 1. IDENTIFY DESIRED RESULTS

RESOURCE: CH. 1-6 IN:
Wiggins, G. J. & McTighe, J. (2005). Understanding by design (2nd Edition)
Available: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3002118

Learner Outcomes from the Program of Studies

The … General Outcome for this lesson is [this would be from the Unit Plan] …

1-2 … Specific Outcomes for this lesson are…

If this lesson also connects with other subjects:

The … General Outcome[s] for this lesson is/are [from the Unit Plan] …

1-2 Specific … Outcomes for this lesson are…

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)
 Who were the key figures in the French exploration and settlement of North America? (CC, LPP, TCC)

7.S.2 develop skills of historical thinking:

• distinguish cause, effect, sequence and correlation in historical events, including the long and short-term causal relations of events

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

 Objective in student-friendly language
What will students understand/experience/appreciate as
a result of this lesson?
Based on the Specific Outcomes above, re-phrase, in
student friendly language:
By the end of this lesson students will understand Samuel
de Champlain’s involvement in French exploration of North
America and his relationship with First Nations communities.
By the end of this lesson students will experience [do]
analyzing a primary historical source.
By the end of this lesson students will appreciate the origins
of Canadian history, the role First Nations people played in
French exploration, and the significance of primary sources.
Resources
What materials/resources/technology will be required?
 Presentation (PPT)
 Our Canada textbook pg. 56-59 (Google Classroom)
 Laptops
 Simpler language excerpts for differentiation
(Google Classroom)
 Handout 2-9: Investigating Champlain’s Diary x30
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed formative assessment?
Do I make use of prior assessments in this lesson?
I will access prior learning [What do students already know?] for this lesson by [i.e. the K of
KWL… Resource: video further down in this lesson plan FYI …
I will access prior learning by reviewing Samuel de Champlain’s motivation and accomplishments with
the students, reminding students about the difference between primary and secondary sources, and
filling out the “K” of a KWL chart as a class.
I will employ these three formative assessments [Resource: D2L D’s Content] …
 KWL chart (7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
 Hand signals – thumbs up, thumbs down, wave (Who were the key figures in the French
exploration and settlement of North America? (CC, LPP, TCC)
 Think-Pair-Share (What were the social and economic factors of European imperialism? (CC, I,
TCC)
• Graphic organizer (distinguish cause, effect, sequence and correlation in historical events,
including the long and short-term causal relations of events)
Note: All assessment must connect with the Specific Outcome that you have included in Learner
Outcomes from the Program of Studies above
The Essential Question for this lesson is….[that is, the Question that encompasses all three
Specific Outcomes in student friendly language.]
Based on Champlain’s journals, what roles did French people and First Nations peoples play in the
exploration of North America?
Resource: https://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
Personalization/Differentiation
How will you attend to the needs of ALL learners in this lesson?
Resource:
https://education.alberta.ca/media/3069745/personalizationvsdifferentiationvsindividualization.pdf
I will personalize each student’s learning through these three ways…
 Students can choose to write or draw to represent their learning
 Students can choose to work on the excerpt that interests and is best suited to them
 Students can ask questions to guide the lesson/future lessons through the KWL chart (questions
Adapted from Wiggins, Grant & J. McTighe (1998)
 KWL Chart (in PPT) in the W column that do not get answered we can go over at the end of class or during the next
lesson)

I will differentiate groups of students’ learning through these three ways…

 Students can use Google Chrome extension to have the textbook read to them
 Students with LDs will use simpler language handouts for excerpts
 Students can complete the handout using written language or pictures

SECTION 2 LESSON PLAN SEQUENCE

RESOURCE: CH. 7-13
Wiggins, G. J. & McTighe, J. (2005). Understanding by design (2 nd Edition)
Available: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooksdetail.action?docID=3002118

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

Resource
https://www.youtube.com/watch?v=PvF0ON4olOc

Then:

I will activate prior knowledge through… Reviewing the concept of imperialism and Samuel de Champlain with the class to see their level of prior knowledge,
filling out the ‘K’ section of a KWL chart.

Also:

I will engage the students [hook them] in this lesson through….. Explaining to the students that like other explorers, Champlain felt that France was the best
country in the world, and that everyone else in the world should be more like the French. “Could this lead to problems with the First Nations communities?” Get the
class involved in a discussion about ethnocentrism.

I will connect this lesson with prior lessons through… reminding students of our discussion about explorers and early First Nations, reviewing information about
Samuel de Champlain.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes?
Adapted from Wiggins, Grant & J. McTighe (1998)
Resource: The 5E’ s model.
https://lesley.edu/article/empowering-students-the-5e-model-explained

How will you, the teacher plan… How will the students…..

To engage the students? Be engaged?......

1. Tell the students what they will be learning

o We will be analyzing some of Champlain’s journal  Students will be engaged by connecting this lesson to prior knowledge about
entries to learn more about his journey and explorers and First Nations interactions.
relationship with the First Nations people  Students will be engaged by learning about why analyzing primary source
2. Tell the students why they are doing this [“it is in the documents is essential to the study of history (and way more exciting than just
Curriculum” and “Because in your real world this looks hearing someone explain it).
like/is used ….”  Students will connect the lesson to current events – our recent discussion
o This is important because knowing how to analyze about the US election.
primary sources is an essential skill – it allows you to  Students will be engaged by beginning to formulate questions about the topic
connect with history and hear the story of historical and consider their own knowledge.
events from people who actually lived through them.  Students will be engaged by participating in an “I do, We do, You do” model of
Learning about the origins of Canadian history is analyzing primary source documents, and participating in the “We do” portion
essential to understanding our identity as Canadians. as a class after having time to Think-Pair-Share.
3. Tell the students how they will know they have learned:
“When you can answer the Essential Question [EQ]” for
this lesson
o When you can tell me Champlain’s perspective and
the First Nations perspective, when you can explain
the role First Nations people played in Champlain’s
exploration, when you can tell me the relationship
between Champlain and the First Nations.
4. The W of KWL
o What do we want to know about Champlain’s journey,
his interactions with the First Nations communities,
First Nations perspectives, how did this impact current
day?
5. Create a “hook” [a story/ a related current event etc./ a
carry over from a previous lesson]
o Ethnocentrism – what is it? What do we know about
this already? Can you think of any current day
examples of ethnocentrism? Do you think Champlain
was ethnocentric?
The opportunities for the students to explore the lesson? Explore?......

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

  Students will read the excerpts on pages 57-59 and in
partners, analyze an excerpt from 1-3 (their choice).
 Students will complete the graphic organizer to keep track of
Champlain’s motives, means, and contacts.
The opportunities for the students to elaborate on the lesson?
 Students can continue to analyze additional excerpts from
Champlain’s diary to keep practicing their primary source
analysis skills and learning about Champlain’s exploration.
 Students can analyze journal entries from Jacques Cartier to
extend their knowledge into a new topic and make connections
between the explorers.
 Students will explore the journal excerpts and the concepts and information
presented within them.
 Students will explore Champlain’s motives, means and contacts through the
journal excerpts.
 Students will explore Champlain’s relationship with and perception of First
Nations people.
Elaborate?.....
 Students can elaborate on the lesson by continuing to work through
Champlain’s excerpts to continue to build their primary source analysis skills
and continue to learn about Champlain’s exploration.
 Students can elaborate on the lesson by making connections between
Champlain and other explorers and analyzing Cartier’s excerpts to see how
they are similar or different.

The opportunities for the students to self-evaluate their learning Self-Evaluate?......

through Formative Assessment strategies aligned with the
Specific Outcomes above?
 Students can self-evaluate their learning through the use of
hand signals at critical parts of the lesson (transitions).
 Students will self-evaluate their learning by using hand signals to represent
their understanding of the concept (Thumbs up – I got this! Thumbs down – I
don’t understand yet. Wave – I’m not completely sure about something/I have
a question.)

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

How will you organize so that students can individually and collectively answer the EQ for this lesson?

 Students will individually answer the EQ by completing the graphic organizer

 Students will collectively answer the EQ by completing the KWL chart (L)

How will you organize so that students can show their learning through the L of KWL
 We will complete the L portion of the KWL chart at the end of the class so students can make connections between what they knew, what they wanted to
know, and what they learned.
 Students can also show their learning through their graphic organizers.

How will you celebrate the learning that has happened in this lesson?
 Tell students that they have done a fantastic job analyzing a primary source and are ready to use their new historical skills to move into our next lesson,
about Jacques Cartier.

Conclusion:
• Reiterate the importance of knowing our history (to help us understand our identity as Canadians) and of using primary sources (way cooler than just
hearing someone talk about it!).
• Ask the students to come get a wipe and wipe down their computer and stack them on the back counter to be put away.

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

 * Backup Plan for Tech: print out excerpts and hand out, or project it.
* Backup Plan for understanding: Go through all excerpts with them, have them fill out graphic organizer based off the one that made the most sense to them.
* Class Management Strategies: 5 Finger Countdown, “I’ll Wait…”, Doorbell
PRE-SERVICE TEACHER SELF-REFLECTION
YOU WOULD COMPLETE THIS SECTION AFTER THE LESSON

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 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?

Please adapt this lesson plan for your classroom.

However, please use this entire template for my two observations [addressing all resources and “prompts”]. This will be your Learning Task 3:
Designing for Learning: Lesson Plan for which you will receive Cr/Non Cr for the two lesson plan submission observations. Please post in DropBox

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

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