Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Priyanka Prasad Date: September 30th, 2021

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _____x____ Town:_______ Rural: ______

Grade level: __1___ Number of students in the class: __23___

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Student with IEP - Diagnosed with Autism Spectrum 1 ● first → then board
Disorder ● visual PECS communication
● visual timer
● preferential seating
● EA support
● extra time as required with frequent breaks
● Fine motor IEP goal: “Student will work with a
variety of tools, including a paint brush, at least 10
minutes each day to develop fine motor skills”.
● Redirection and modification of learning tasks
Student with IEP - Diagnosed with Downs Syndrome 1 ● first → then board
● visual timer
● preferential seating
● EA support
● picture sentence frames (“I want___”).
● frequent breaks
● fidget toy during lessons

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 ● ELA IEP goal: “Student will engage in discussion at
least 2 times during the whole-class discussions each
day, and sit for a read aloud for at least 5 minutes”.
● Chunking work into smaller pieces
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
3 ● sentence frames
ELL students ● vocabulary objectives clearly listed
● access to Google Translate and dictionary as required
● extra wait time
● introduction to lesson with ELL teacher
● ELL out-of-class support 3x in a 5-day cycle
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Student with hearing impairment 1 ● Preferential seating towards the front of the class
● use of an FM transmitter
● extra wait time, as needed
CRLI (Culturally Responsive and Linguistic 3 ● Small-group activities
Responsive)- diverse group of students ● Sentence Frames
● Increased use of visuals and hands-on learning
activities.

Lesson 1 of a 3 Day Learning Segment

Subject and Lesson Topic: ELA/Social Studies: “Every Child Matters” Orange Shirt Day

Grade Level: Grade 1 Lesson Duration: 45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

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Students will develop an understanding of Orange Shirt Day and the importance of recognizing that they matter. Through the different centers,
students will develop an understanding for rhyming words, and Indigenous culture by creating their own stories, using rocks.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

The students in this class enjoy read alouds. They actively participate and enjoy looking at the pictures. While we have some newcomers to
Canada, most of the students have completed 2 years of kindergarten at this school. Therefore, students have participated in Orange Shirt Day
activities, to some extent for the last two years, and have some knowledge about the term “Indigenous” peoples. During O’Canada at our school,
students are exposed to the land acknowledgement statement, saying that we are on the traditional territories of the First Nations people. The
class also enjoys learning about new cultural traditions, and relating it back to their own cultures and traditions at home. Celebrating culture in
our classroom is a large part of our classroom community. In doing this, I am able to practice culturally responsive teaching and build a
community of learners within my students.

ELA in our classroom consists of independent reading, guided reading and whole-class reading. Students have the opportunity to find books
they enjoy and explore different genres to their liking, to promote student engagement and motivation. Students begin their morning by
coming into the classroom and choosing a book from the class library to engage in quiet reading for the first 20 minutes of class. During this
time, I am able to do informal observations and running records with students. In our current ELA unit, we are working on recognizing rhyming
patterns, and creating our own stories using creative tools. Previously, students used puppets to do a reader’s theatre for their favorite fairytale,
in small-groups. The use of creative tools in asking students to develop a creative piece in response to text or with a prompt has allowed students
to use critical thinking and make connections between the text and self and use higher order thinking skills in Bloom’s Taxonomy.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

By recognizing my students’ interests, strengths and previous experiences with Indigenous studies and creative writing, I will create a lesson
which uses both ELA and social studies, to create a cross-curricular lesson focusing on residential schools and Orange Shirt Day, while
encompassing ELA lessons within it. This will drive student engagement, as students continue to be highly engaged during the whole-class read
aloud, and follow-up discussion. The day will begin with students coming in for independent book look. During this time, I will also put out
other books that focus on residential schools, for students to look at. These books include: “Shi-shi-etko” by Nicola I. Campbell, “Shin-chi’s
Canoe” by Nicola Campbell, “Kookoom’s Red Shoes” by Christy Jordan-Fenton and Margaret Pokiak-Fenton, and “When we were alone” by
Dabid Alexander Robertson. During this period of time, students get an opportunity to engage in inquiry-based learning by independently
exploring through pictures and thinking about what the upcoming lesson will consist of. I will begin the lesson by asking students how they
enjoyed their morning book look and if they saw anything new, and further expanding on that discussion. Following this, I will introduce the
story “Phyllis’ Orange Shirt”. By using this as the starting point of the lesson, I will be able to gage students’ understanding of Orange Shirt
Day, and help them build connections between self and the author. Following the read-aloud, I will ask students guiding questions, and facilitate
critical thinking as I ask them to consider their own thoughts and feelings, and examine how the character may have felt. The students also enjoy
hands-on learning activities, which I will then incorporate within the lesson, by using rotating centers where students will engage in different

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activities. Through the use of rotating centers, I will be able to make informal observations to monitor student understanding. Recognizing that
my learners have differentiated needs, each center will allow students to work on a different skill in ELA, through the use of hands-on activities,
with the appropriate instructional support available. During the rotating centers, I will float around to provide students with support, provide
clarifications and provide guiding questions as they work through their different tasks.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task
1, Prompt 2b)

The students in the class come from a wide variety of cultural backgrounds, and follow several unique traditions at home. There are no students
in the classroom who identify as First Nations Indigenous people. There are several students in the class who come from backgrounds where
oral storytelling is common within their cultures, too. The students are always very inquisitive and enthusiastic about sharing and learning about
each others’ cultural traditions. The students also do well during class discussions following a read aloud. They learn well from each other, share
their own ideas and are ready and willing to participate. The students in the class also have strengths in writing. This will benefit them as they
complete the “I matter because” writing prompt center. The students demonstrate a fairly good ability to decode words and use phonics to help
them sound out letters as they spell, and 70% of the students are at grade-level for ELA standards. We have a few ELL students who struggle
during read-alouds and discussions because of the difficulty with new academic vocabulary. The students enjoy learning from their peers, and
especially from their partners in the Reading Buddies Program, where students are paired with another student in grade 6.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

This ELA lesson focuses on Indigenous people, and talking about the different cultural traditions they have. For this reason, I have chosen to
include an Indigenous storytelling activity, where students paint rocks and create a story using them as the illustrations. I felt that this activity
could be related back to students’ cultures and we can have discussions around the similarities between Indigenous culture and their own. This
activity will later be recorded by their Reading Buddy using technology, where the student will use the rock illustrations to orally share their
story, while their grade 6 partner helps to record it. At center 2, students will be engaged in a writing prompt that asks them to think about why
they matter. This center will require writing and will ask students to use their critical thinking, and phonics skills to sound out the words they
want to write. Since the students do so well during the discussion piece of the read aloud, I have also included a read aloud, in which they will
get an opportunity to answer key points and details from the text and describe the major events in the story.

Curriculum Standards
New York State ELA:
1R1: Develop and answer questions about key ideas and details in a text. (RI&RL)
1R2: Identify a main topic or central idea in a text and retell important details. (RI&RL)
1R3: Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
1R9: Make connections between self and text (texts and other people/ world).
1W4: Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

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1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
1SL6: Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience
Ontario Language:
Oral Communication:
1.2 demonstrates an understanding of appropriate listening behaviour by using active listening strategies in a few different situations.
1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the
meaning
of oral texts, initially with support and direction (e.g., use background knowledge, familiar word order, and context to make predictions
about
content or vocabulary before listening to an oral text; think about what known words might be related to the topic; ask questions to check
understanding during and after listening; create mental pictures while listening to a read aloud and draw or talk about what they visualized;
retell the important information presented in a class discussion or a think-pair-share activity).
1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including
print and visual texts; and to the world around them.
Writing:
1.2 generate ideas about a potential topic, using a variety of strategies and resources.
2.1 write short texts using a few simple forms.
2.2 begin to establish a personal voice in their writing by using pictures and words that convey their attitude or feeling towards the subject or
audience.
2.4 write simple but complete sentences that make sense.
3.1 spell some high-frequency words correctly
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, and word
meanings.
Media Literacy:
3.1 identify the topic, purpose, and audience for media texts they plan to create

Ontario Social Studies:

A3.4 identify some elements of respectful behaviour that they can practise in their everyday life.
A3.5 demonstrate an understanding that it is important to treat other people and the environment with respect.
A2.1 formulate questions to guide investigations into some aspects of the interrelationship between events, people, and/or places in their lives
and their own roles, relationships, responsibilities, and identity/sense of self
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do by tools, how will you evaluate and document assessments to allow students with specific
the end of the lesson and are aligned to the your students’ progress on each of the needs to demonstrate their learning.
standards identified above. objectives? (edTPA Task 1, Prompt 5b)

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Students will be able to answer text-based
questions, through a whole-class read aloud,
followed by a whole-class discussion, which
will be assessed using informal observations
and a message activity assessed through
interviews.
Students will be able to articulate why all
students matter, specifically them, by
completing a writing prompt, which will be
scored using a rubric.
Students will be able to develop their own short
story, using a series of pictures created through
rocks, which will be evaluated using a rubric.
Informal Assessments include:
● Teacher observations
● Oral text-based questions and
whole-class discussion
Formal Assessment includes:
● Rock Message Activity: where students
choose one word or phrase to write in
response to the story they heard, to
demonstrate resilience or kindness.
This will be graded using an interview,
where students will be asked what word
they chose/phrase, what it means to
them, and how it relates to the story.
Informal Assessments Include:
● Teacher observations
Formal Assessments include:
● “I matter because” writing activity,
which will be scored using a
short-answer response rubric.
Informal Assessments Include:
● Teacher observations
● Guiding questions and facilitating
discussions
Formal Assessments include:
● Short Story Activity: Students will
create their own short story, by
designing rocks to represent
illustrations, and then combining them
● Modeling: metacognitive strategies
for thinking about the story,
understanding unknown vocabulary
and deeper thinking to connect the
text to self.
● Printed Copy- of the text will be
provided to ELL students ahead of
time, so they are able to explore
some parts with their ELL-support
teacher during their out-of-class
time.
● Think/Pair/Share - during the story.
● Preferential seating and fidget toy:
for the students on an IEP.
● Sentence Frames: will be provided
to the ELL students that show a need
for it.
● Pencil grip: for students who need it
for fine motor and grip for writing.
● Review: We will review what
respect is, why it is important and
why we are important.
● 1:2 EA Support: the 2 students on
an IEP will receive 1:2 support from
the classroom educational assistant.
They will complete their activities
with the EA.
● Think/Pair/Share: students are
encouraged to use this when
devising ideas for their rock images
and storylines.
● Writing Prompts: Students will
have a jar of writing prompts to get
ideas for what they want their story
to be about.
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Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one Bloom’s
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary
Key words and phrases students need
to be able to understand and use
together to record a narrated oral story. ● 1:2 EA Support: Students on the
This will be scored using a rubric. IEP will work with the classroom
EA.
● Visual cards: the student with
Downs Syndrome requires picture
prompts and access to technology to
help visualize his thoughts.
Instructional Supports
Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Through this lesson segment, students will develop an
understanding of the importance of Orange Shirt Day, respecting
Develop one another’s cultures, and of the Indigenous peoples of Canada.
Students will also develop critical thinking skills by connecting the
text to self, participating in whole-class discussions, engaging in a
think/pair/share, creating their own stories using Indigenous
teachings, and reflecting on the text by doing rotational activities.
This will be done using several instructional supports including:
● direct instruction
● whole-class discussions and think/pair/shares
● strategic questioning
● differentiated learning activities
● visual strategies
● read aloud
● setting clear objectives
● reinforcing effort and providing recognition
● scaffolding the different activities
● Indigenous ● Direct Instruction/ Academic Vocabulary: I will be
● Residential school introducing the words prior to reading the story. I will ask
● Respect strategic questions to determine students’ familiarity with
● Reserve the terms.
● Worried ● Inquiry-Based Learning: during the inquiry-based activity,
● Mood students will get an opportunity to apply the vocabulary to
their writing/creative tasks.
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Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk,
write, and participate in knowledge
construction and communicate their
understanding of the concepts
● Group discussion when we come across an unfamiliar
word.
● Notebooking: Students will be expected to add these
vocabulary words to their personal dictionaries. Throughout
the year, students continue to add new words following
lessons, to develop an academic dictionary.
● Word Splash: for the words “Indigenous” and “residential
school”.
● Gardner’s theory of multiple intelligence: using read
alouds, videos, group discussion and kinesthetic and spatial
intelligence activities to facilitate critical thinking.
In learning the new vocabulary, Whole-class discussion: students will be introduced to new
students will first be introduced to academic vocabulary. We will work on a Word Splash as a class.
the terms prior to the read aloud. We will also have discussions around the words.
They will be asked to think about
what the word may mean, and Think/Pair/Share: Students will think with their partners about
how the words make them feel. what the words mean, and how they can relate to the meanings of
They will develop a clearer the words.
meaning of the terminology as we
continue on with the book and Independently: Students will be adding the new academic
carry out discussion questions. vocabulary to their personal dictionaries. Students will also be
The students will also be interacting with the new terminology by critically thinking about its
completing a whole-class word meaning, when using their new knowledge in completing the
splash to further talk about the rotational centers.
two key terms: residential school
and Indigenous. They will get to
apply their understanding of the
new terms later on in their
independent activities.
The class will begin the lesson by I will facilitate and support whole group discussion and provide
first being introduced to the students with language/sentence frames to help support questions
vocabulary words. Following the during the group discussions.
discussion around this, we will
begin the read aloud, which will To promote new vocabulary use, I will use guiding questions and
then lead us into a whole class a word splash activity. I will also be reinforcing effort and
discussion about residential providing encouragement and recognition during the whole-class
schools. Following our questions discussions as well as through the center rotations.
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 and answers piece to the read
aloud, we will watch a video by I will also be incorporating Gardner’s Theory of Multiple
the author talking about Orange Intelligences, by including different types of learning activities,
Shirt Day. We will then facilitate tapping into students’ differentiated needs. Augmentative
discussion using another Technology- students will use digital tools in recording their story,
think/pair/share. We will then to create an oral story.
do a Word Splash for “residential
school” and Indigenous.
Following this, students will
continue to use the vocabulary
words and critically think about
the messages in the story, by
completing a circuit of literacy
activities, including a writing
prompt center, a creative story
center and a kind messages
center. In each of these centers,
students will be using words and
pictures to convey meaning about
respect and how every child
matters.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ● Classroom Promise Poster:
Attention Grabber: expectations for classroom carpet
“Hands on Top!” Students’ response is “That means stop!” Good morning friends! How are we time.
feeling today? Can I get a thumbs up if you are feeling great, a thumbs in the middle if you are
feeling so-so, and a thumbs down if you aren’t having a very happy start to your morning. Does ● Whiteboard: to have the lesson
anyone want to share why they are feeling the way they are this morning? objectives clearly stated.

Lesson Objective: ● Fidget toys bin is available for the

For our lesson today, our social studies objective is to develop an understanding for what Orange students who are on an IEP and
Shirt Day is, appreciating Indigenous culture and the importance of recognizing that all students require it during the short story and
matter. The ELA lesson objective is to develop critical thinking skills when answering text-based discussion.
questions, develop an understanding for rhyming words, oral storytelling and vocabulary words.
● Visual Schedule: so students are
aware of the flow of the day and

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Behavior Management Reminders: Before we begin, I want to remind all of us of our morning what to expect during the lesson.
meeting expectations. Our eyes are looking, our ears are listening, we are paying attention up front
and not playing with any bin toys, and if we have something to share, we raise our hands. When ● Visual Timer: when students rotate
we move to our center activities, we will send each table to a different center where we will work between the different centers, so
with indoor voices. they know how much time they
have left.
Introduction:
I want us to take a look at the books on our tables. When you came in this morning, you had a ● Preferential Seating: The student
chance to look through the pictures. Did you notice anything you want to share about your book? with ASD has access to the textured
*Wait for answers* Today is a very important day. cushion during the reading. The
Guiding questions: student using an FM transmitter for
● Does anyone know what day it is? hearing can also move up closer to
● Some of us are wearing a very special colour today. I know I am. What do you notice about the front of the class, to hear me
what we are wearing? Why do you think we are wearing this? Why are we wearing orange, better.
and not any other colour? - We will be reading a story today that might help us answer this
question. Make sure to pay attention to the story.
● Today is September 30th, which in our school is Orange Shirt Day. And today is a special
day because we recognize today as the National Day for Truth and Reconciliation here in
Canada. Who knows that that is? We will talk a lot more today about this important day.

Instructional Procedures
(1) Whole-Class Read Aloud: ● Chart paper: during the
I will first introduce the text. discussion, using large print writing
● Today, we are going to start our day by reading a story called “Phyllis’ Orange Shirt”. The for students sitting at their desks, to
author of this story is Phyllis Webstad and illustrated by Brock Nicol. Who remembers conduct the “word splash activity”.
what an author is? What is an illustrator? That’s right. I want us to pay close attention to ● Building Background: Asking
this story, because this is actually about Phyllis’ life. students questions about their own
● Because we are social distancing by sitting at our desks, we are going to watch the story on experiences, and getting them to
YouTube, to see the pictures better. This story is about a little girl who is going to relate it as they listen to the story.
residential school, and maybe it will also help us discover the answer to why we recognize
Orange Shirt Day. ● Thinking Aloud and Questioning:
Then, I will introduce key vocabulary, by asking students to think about specific words in the text. to promote higher-order thinking.
● I have two big words written up here. Can someone help me sound these words out? Does
anyone know what the word residential school means? Does anyone know what the word
Indigenous means? ● Group discussion: to promote
● “Indigenous”: These are the people who were on this land long before we were here. They thinking and collaboration.
were here before the settlers came to Canada, and before we started speaking English and

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 French here. They were the people native to this land. And Indigenous people have their ● Video: an alternative resource for
own unique language, culture and traditions. Today at some of our centers, we will be students to learn more about
learning more about their unique cultural traditions. And you may even notice some Indigenous culture, while using
similarities between your culture and theirs. multiple intelligences to foster
● “Residential School”: This was a type of school that the government made Indigenous growth for all students.
children go to. But it was different from our schools, because the students had to stay there.
They didn’t get to go home at the end of the day to see their families. They slept at their ● Increased wait times: for
schools and came back during holidays. responses for ELL learners during
● How do you think you would feel going to a school like that? discussion.
● Do you remember your first day of school? How were you feeling? (I know some of us
were very nervous and scared to leave our family members on the first day. It can be scary ● Google Translate: ELL learners
going to a new place. may use this during the lesson, if
I will then proceed to model fluent reading. required.
● Point out images, ask students questions about how the girl might be feeling
● Hands-on Learning: providing
(2) Group Discussion: following the reading, the whole class will engage in a group students with a number of
discussion. We will do a think/pair/share as every table will have an image from the opportunities to see real-life uses of
book. They will discuss in their groups what the image is, and how the main character graphs and working with peers.
may be feeling. We will share with the whole class. During this time, I will be actively
listening and taking informal observations to gage student engagement and ● Monitoring: continuously check
understanding. for understanding and any need for
clarification, while asking students
(3) Orange Shirt Day Video: https://www.youtube.com/watch?v=E3vUqr01kAk thought-provoking questions to
● Discuss what students felt as they watched the video make sure they are retaining the
● How would you have felt if you didn’t matter? information.
● What are some ways we can be kind to one another, and some ways that we make
sure this never happens again? ● Printed copy: ELL students will
(4) Word Splash Activity: We will be doing a word splash for the terms “Indigenous” and have access to the printed text
“residential school”. After we complete the word splash activity as a class, I will ask version of the story to follow along
students to add the two words to their personal dictionaries. as well.

(5) Independent Rotation- Literacy Centers: Students will be sent off to complete independent ● Personal Dictionaries: helps
activities, throughout a series of rotations. Each center has a unique activity for students to students collect and organize new
engage in that focus on Indigenous culture, story elements and vocabulary. I will first vocabulary throughout the year.
explain each center so students have clear expectations.
1. “I matter because” writing prompt: Students will colour an orange shirt for our ● Clarify: key concepts
display. They will then also complete the writing prompt of why they matter. (5

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 students) ● Integration of all language skills:
throughout the entire lesson,
2. Stone Stories: Students will complete 2 of a 3 step oral storytelling activity here. students engage in hands-on
They will first brainstorm ideas for their own story. They will then choose 4-6 opportunities to engage with
pictures that they will paint on their stones, to help tell their story in groups of 4. reading, writing, listening and
These will be saved to use later, as they record their short story narrative using the speaking skills.
iPad.

3. Symbols and Vocabulary: At the fine motor center, students will examine symbols
that Indigenous people use to represent words. This is an inquiry station, where
students can explore the different materials to create replicas of the symbols, and
match the vocabulary words to their respective symbols.

4. Metis Dot Painting: Students will be able to colour in images representing

kindness and Indigenous symbols, using the Metis dot technique for painting in
their pictures. At this center, students will be given examples of Metis artwork that
encompasses the dot technique. It is important that we recognize that this is a type
of art technique created by the Indigenous people.

5. Rhyme Matching: Working in pairs, students will match the vocabulary found in
the text by pairing it with its rhyming partner.

6. Puppet Show- using student-made puppets, students will create an enactment of

what they think Phyllis’ day at school may have looked like. Be sure to think about
how she might be feeling, and why she may be feeling this way. When students
have come up with their puppets and their final script, be sure to call me over so we
can record it, and later share it with the class.
Closure
I will wrap up the ELA/social studies lesson by asking students to meet me at the front of the
classroom. I will ask students if they need more time working on their stations later in the
afternoon, and then let them know that we will continue to work on the different stations over the
next couple of days. We will then come together as a class and share some of our work, with our
stories and puppet shows. Following this, I will go over the things noticed during today’s lesson:
● “I really liked the way friends were working so hard at their centers. There was a lot of
thinking and creativity in the classroom today.”
● “I also really liked that students were asking questions and sharing with both me and their
classmates about their ideas. Excellent work!”

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 ● Before we tidy up for recess, I would just like us to review some of the important things
we learned today. Can someone remind us what a residential school is? Can someone
remind us what Indigenous is? And, lastly, can someone tell us why we wear Orange
today?
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

Read Aloud materials:

● “Phyllis’ Orange Shirt” book
● Chart paper
● Computer/Screen projector
● Printed images

Materials per each activity:

● I Matter writing:
○ Orange shirt template for writing
○ Pencil crayons, pencils and markers
● Stone Stories:
○ a variety of stones (roughly 4 per student, with extras)
○ tablecloth
○ paint
○ iPad
● Symbols & Vocabulary:
○ posters for the different symbols
○ vocabulary cards
○ loose parts for creating symbols
○ iPad for recording
● Metis Dot Painting:
○ Coloring sheet
○ sticks (to paint with)
○ paint
○ sample images and background information card
● Rhyme Matching:
○ Word cards
● Puppet Show:
○ paper bags

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 ○ construction paper
○ theatre set
○ crayons/pencil crayons/markers
○ iPad for recording
‘

Appendix:

1.0 Phyllis’ Orange Shirt Story:

2.0 Rhyming Activity:

Reserve preserve play away

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 town around clothes toes

bright delight wait great

change strange away stay

neatly sweetly bad had

arrived thrived remember September

reflect respect

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3.0 I Matter Because Activity:

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4.0 Metis Dot Painting Activity:

5.0 Symbols and Vocabulary

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