LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St.

Georges

LESSON PLAN
Grade:________4______ Lesson Title: Orange Shirt Day Lesson Duration 60 mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to the
POS, what students will learn and how the lesson will conclude. See example in Instructional video provided

This lesson allows grade 4 Art students to create a visual story of the meaning behind Orange Shirt Day. The purpose of this
lesson is for students to illustrate their understanding of Orange Shirt Day through the use of a visual representation. In this
lesson, students will explain the significance of orange shirt day, compose an image that portrays the significance of Orange
Shirt Day, and justify the meaning behind their image. At the conclusion students will understand Orange Shirt Day and its
importance, be able to show their understanding through a visual representation and, be able to defend the meaning behind
their image.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just because
you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO 2-3 SLO]

GLO /GLE SLO/SLE

“Expression” Students will construct and explain a story through visual
Purpose 2: Students will visually express a story. representations.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference
Students will…
Students will be able to interpret the significance behind the truth of orange shirt day.
Students will be able to construct a visual representation of the significance of orange shirt.
Students will be able to justify their visual and the meaning behind it.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself and are specific
questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for guiding
students inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)
How do visual representations aid in telling the story of orange shirt day?

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express, appreciate...be
clear on what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and provoke student
thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..
- Can you explain the story of orange shirt day?
- How are residential schools related to orange shirt day?
- Using what you’ve learnt about orange shirt day can you illustrate an image that shows the significance
behind orange shirt day.
- How effective are the illustrations in your logo at telling the story of Phyllis Webstad and her orange shirt?
- Can you defend your illustration?
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource is
and why you have chosen it. How does it support your lesson and student learning?

1
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

*you may have more or less than three resources. It depends on your lesson

Resource #1: William, D. (2018). Embedded: Formative Assessment. Douglas M. Rife.

This is the textbook we use for our Evaluation class. We used this to bring in a valuable method of formative
assessment.
Resource #2: Roscoe, K. (2012). First Steps Towards Effective Teaching and Learning.
https://moodle.uleth.ca/202103/pluginfile.php/110266/mod_resource/content/4/Learning%20Objectives
%20%28Roscoe%29%20.pdf

Reading and video from class. We used these to help guide our learning outcomes, inquiry questions, and guiding
questions. We also used these to help us decide the teaching methods we used.
Resource #3: Monique Gray Smith (2017, October) Speaking Our Truth; A Journey of Reconciliation
http://orcabook.com/speakingourtruth/
We used this a authentic resource to guide our knowledge and we would also use this in the class to talk about
Orange shirt day and where it originates from.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to your
lesson

Pencil crayons, markers, and paint will be supplied. As well as poster paper and canvases.

Lesson Procedures

Introduction (_10_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section.

Introduction: [Direct Instruction and Media Presentation] 10 minutes

- Count down from 10 telling students to sit in their desks.
- Give a quick introduction of today’s lesson objectives and classroom expectations. Here we will tell our students the expectation
that they will be respectful listeners and learners in today’s activity.
- Introduction to what orange shirt day is, reading from the book Speaking Our Truth.
- Watch video of Phyllis Webstad and her story. https://www.youtube.com/watch?v=EuW4WbekhxY (2 minutes)

Body (_35_min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson; will they be
able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies, organization of
class etc. How and when are you using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson body there Identify Teaching Strategies/Rational
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Example: Direct instructions, pair/share, jigsaw,
activity can be reading - transition - partner dialogue (as an example). Each activity and transition
are timed.
whole group discussion etc. When will you use
these and why? You will list in your body, but you
* Style of writing is descriptive and concise. You are not narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
will explain your choice here.

2
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction]
Activity #1: Name of Activity [Direct Instruction and Demonstration] (5
minutes )
 Give students instruction on the activity of creating a logo to
represent orange shirt day.
 We will show students the resources they have available to
them.
 We will use modelling to give students a representation of our
expectations, which will be a logo we have created on our own
before class. We will also show images of previous orange shirt
designs used in the past.
Transition: [Brainstorming and individual guided practice] describe
(10 minutes)
 Students will brainstorm the materials they will use and what
they expect their final result to look like
 They will choose the most important parts they found from
Phyllis’s story and include that in their logo
 We will give feedback during this time and ask them guiding
questions to help stimulate ideas.
Activity #2: Name of Activity [Individual guided practice] 20 minutes
 Students will create their logo
 Teachers will walk around and provide insightful feedback.
Transition: describe ( 3 minutes)
 Clean up art supplies and get settled
3
Fall St. Georges
Direct instruction: We used this to outline the
expectations we have for students and to show
them the resources we have available for them to
use. We also used this to share the story of
Orange Shirt Day.
Media Presentation: we used this to show
Phyllis’s story because we found that it would be
more heartfelt if the students are able to see her
and listen to her story instead of it just coming
from us.
Demonstration: We used this to give students an
idea of what a logo might look like once they are
finished.
Brainstorming: We used this to allow students
time to make the connection between the story
of residential schools and the orange shirt and to
allow them time to formulate ideas on how they
may visually represent that.
Individual guided practice: This is where students
applied their knowledge through art and gained
feedback while doing so.
Student presentation: We used this because we
found it to be the best way for students to justify
their visuals.
Assessments/Rational (minimum of two)
Type/Name: Feedback
Where Assessment Occurs:
 During brainstorming to help navigate
and create meaningful ideas.
 During activity 2 when students were
creating their logo, we provided them
with feedback on things they might add.
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
your evaluation text book. When will you
administer these and why?
Type/Name: Homework Help board (Williams, pg.
161)
Where Assessment Occurs:
 This is an online whiteboard where
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series
[Curriculum and Instruction] Fall St. Georges
students can post notes with questions
about the lesson or project. We can later
go back and see those questions and
address them in the next class or right
when it happens.
 Students will already be aware of this tool
in our classroom, so if they struggle with
concept of orange shirt day or how to
create a visual representation of it they
can post it to the online whiteboard
without their peers knowing.

Differentiation: Identify your approaches and how these support student learning
We supplied a variety of art supplies to allow our students to express their story in a way that resonates with them
best. We used a video to help use visual and auditory ways of explaining the story of orange shirt day, instead of
having students read about it on their own. We use a homework help board to allow students to privately and (if
chosen) anonymously ask questions that can then be addressed either in that class or at the beginning of the next
class. This allows students to gain a better understanding of the concepts without being afraid to ask about it.

Consolidating and Closure: ( 15 ) mins *beyond 'clean up'

In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide
Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get
students ready for transition can take up to 10 depending on the lesson

Closure: [Student Presentation.] 15 minutes

 We will count down from 10 seconds and ask students to finish their clean up and meet us on the carpet in
a circle.
 Each student will get the opportunity to share with their class why they chose the symbolic imagery that
they did to represent the story of orange shirt day.
 This is where students will be justifying their visual and the meaning behind it.
 At the end we will remind students of the homework help board and tell them to use this if they have any
questions about today’s lesson that they do not feel comfortable asking in front of the class.
*If all students don not get the opportunity to share, we will continue this in the beginning of our next art class.