Lesson Plan

Teacher: Mr. Lucas Miller

Grade/Subject: Gr. 5 ELA/Social

Topic: Histories and Stories of

Ways of Life in Canada

Date: Monday
Duration: 45 min.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Soc. 5.2 Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canadas heritage.
2. ELA 5.3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3. ELA 5.5 Students will listen, speak, read, write, view and represent to respect, support, and collaborate
with others.
Specific Learning Outcomes:
1. Soc. 5.2.1 Appreciate the complexity of identity in the Canadian context: recognize how an
understanding of Canadian history and the stories of its peoples contributes to their sense of identity.
(Acknowledge Aboriginal, Francophone, British, and other diverse groups).
2. ELA 5.3.1 Summarize important ideas in print and express opinions about them.
3. ELA 5.5.1 Identify and discuss how qualities, such as ambition and loyalty are portrayed in print from
diverse cultures and communities.
4. ELA 5.5.2 Contribute ideas to help solve problems, and listen and respond constructively.

LEARNING OBJECTIVES
Students will:
1. demonstrate collaboration and constructively respond to discussion.
2. construct a summary of diaries that show the complexity of Canadian identities.
3. categorize texts by their overarching theme and character qualities.

ASSESSMENTS
Observations:
Using the observation checklist,
take note of who is participating
in discussion and decisionmaking.

Key Questions:
How would you use (characters [noted on front of the
book]) story to describe the (historical event)?
What is the relationship between (character) and the
(historical event)?
What ideas in this book show (quality)?
How could you adapt (characters) story to create a new
one based on this event.
What way would you design a short video to explain
(historical event).

Written/Performance Assessments:
Each group will fill out a discussion record that catalogues a summary of each students book and the
keywords they used to describe the attributes of the book and its main character.
Each group will develop an outline based on a specific format as exemplified in a class introduction
activity.

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Dear Canada/I Am Canada Teaching Guides
Resource #3: Little Red Riding Hood on YouTube

MATERIALS AND EQUIPMENT

* YouTube, Projector, Whiteboard, Markers
* Folders with handouts and lined paper already inserted

PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber:
Assessment of Prior
Knowledge:

Watch YouTube video Little Red Riding Hood @

www.youtube.com/watch?v=ba2hJM3DxG4
Ask students to help outline the video we just watched. Note the plot,
characters, and setting.
1. Red is sent to visit Grandmother.
2. Red meets Big Bad Wolf in the forest.
3. Wolf hides Grandmother at her house, then pretends to be her.

4. Red gets attacked by Wolf.

5. Woodcutters from forest come to Grandmothers house when Red
screams. They then beat the wolf.
6. Grandmother is freed, and the wolf runs away.
Expectations for Learning
and Behaviour:
Advance
Organizer/Agenda:
Transition to Body:

Students contribute productively to their group discussions.

Students should actively participate in the outlining of their chosen stories.
Get into you assigned groups.
Discuss your diary books by filling out your discussion record.
Choose one of your groups books, then write an outline.
Students will divide into their groups based upon Francophone, British,
Migrant, Disaster, WWII, and Westerner themes. (Noted by their
bookmark color given at the beginning of the unit).
Students will take one corresponding colored folder per group, which
holds their discussion record.
Students will move desks to sit in groups of 4 and start their discussion
records as a modified jigsaw.

Body (30 min.):

Learning Activity #1:

In about 3 to 5 sentences, have students

briefly summarize each group members book,
highlighting the character and main event.

Assessments/Differentiation:
Walk around and ask questions about the
books students read, note who is able to
answer the questions and who struggles.
For the struggling students, prompt them on
what happened in the main event.
o How would you use (characters
[noted on front of the book]) story to
describe the (historical event)?
o What is the relationship between
(character) and the (historical event)?
Assessments/Differentiation:
Allow strong students to choose words other
than on the list, but do not make it a
requirement, since they are to only identify
which qualities fulfill the books theme.
Ensuring that each student chose 1 attribute
for the book they read assures that they
participated in some capacity in the group
discussion.
o What ideas in this book show
(quality)?

Learning Activity #2:

Once finished, move students on to section 2
of the discussion record where the each
member chooses one attribute from the list to
describe the book they read within in their
group.

Learning Activity #3:

On a separate lined piece of paper, have
students follow your example of an outline and
as a group, choose one of the stories to
outline the climax (main event) of.

Assessments/Differentiation:
The outline will be collected for formative
feedback to apply to their script. This
formative assessment will allow me to give
students guidance towards the next step in the
project, scripting.
o How could you adapt (characters)
story to create a new one based on
this event.
o What way would you design a short
video to explain (historical event).

Sponge Activity:
Students that finish early may move to the Feedback From Students portion of the closure then take a fast
finisher popsicle stick and follow the activity provided.

Closure (5 min.):

Consolidation/Assessment
of Learning:

The outline along with the discussion record will be handed in for formative
assessment, then returned next lesson. This formative assessment will allow me
to give students guidance towards the next step in the project, scripting.

Feedback From Students:

Students will hand in a Ticket Out-of-Class containing one thing they liked about
their group and one thing they would change about their group. This feedback will
used to make adaptations to future lessons and projects.
Let students know you appreciated their teamwork and abilities to cooperate. You
will look at their outlines and give them suggestions for edits for the next step in
their project.
Introduce the next step as transforming their outlines into a script for a play. While
you take in their folders with their completed work, students will return desks to
their positions and settle for the next class.

Feedback To Students:
Transition To Next Lesson:

Discussion Record for Social

Studies Diary Books

Group Colour:
Group Members:

Section 1:
In 3 to 5 sentences, briefly describe and discuss with your fellow group members, the main character and main event of your story.
You may use the back if someone requires more space for their summary.
Name:
Name:
Name:
Name:
Book Title:

Book Title:

Book Title:

Book Title:

Description:
Description:
Description:
Description:
_________________________ _________________________ _________________________ _________________________
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_________________________ _________________________ _________________________ _________________________
Section 2:
Using the following list, or one from your brain, choose one attribute to describe your book.
loyalty
courage
determination
independence
selflessness
patriotism
hardworking
ambition
compassion

Ticket Out-of-Class
One thing I loved about the work in my group was....
________________________________________________
________________________________________________
________________________________________________
One thing I would change about the work in my group is....
________________________________________________
________________________________________________
________________________________________________

Ticket Out-of-Class
One thing I loved about the work in my group was....
________________________________________________
________________________________________________
________________________________________________
One thing I would change about the work in my group is....
________________________________________________
________________________________________________
________________________________________________

Ticket Out-of-Class
One thing I loved about the work in my group was....
________________________________________________
________________________________________________
________________________________________________
One thing I would change about the work in my group is....
________________________________________________
________________________________________________
________________________________________________

Mr. Lucas Miller

Grade 5 (2015/16)
Observation Checklist

Lisa A.
Ben A.
Henry C.
Cara D.
Abigail D.
Joseph E.
Elijah F.
Izzy H.
Matt G.
Easton G.
Laura G.
Michael L.
Luke M.
Alex M.
Delilah M.
Zeke S.
Laura S.
Amy T.
Devon T.
Samara V.
Brett W.

Topic: Histories and

Stories of Ways of
Life in Canada

Soc. 5.2.1:

ELA 5.5.1

ELA 5.5.2:

ELA 5.5.2:

Demonstrates
an
understanding
regarding the
key concepts
of the historical
event.

Students can
decipher
what qualities
are
demonstrated
in their
chosen
books.

Participates in
group
discussion and
decision
making.
(Positive
collaboration
and constructive
input.)

Provides
constructive
peer feedback
to their elbow
buddies wish.