Lesson Plans

Subject/Grade:English Language Arts    Lesson Title:A Day In The Life     Teacher:Miss Lowenberg
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):

CC8.9

Experiment with a variety of text forms (e.g., Reader’s Theatre, role play, humourous instructions, an electronic presentation, a dramatization, a mini-debate) and techniques (e.g., imagery, music, graphics and statistics in a multimedia presentation).

(b) Create narrative texts (e.g. story, anecdote, historical narratives) as follows

  • Establish a context, plot and point of view
  • Use a range of narrative devices (e.g. dialogue, tension, suspense) 
  • Make the narrative engaging
  • Develop character 
  • Develop it systemically leading to a climax or conclusion 

(f) Compose original texts (e.g. lyrical and narrative poems, letters, scripts, humors instructions) using a variety of different literary techniques (e.g. imagery, dialogue, figurative language.) 
Key Understandings: (‘I Can’ statements)

  • I can understand reading techniques and use them in my writing. 
  • I can establish a point of view within my writing. 
  • I can see the advantages of using reading techniques.
  • I can understand and remember what I am reading better when I use reading techniques.
 Essential Questions:

  • What role did soldiers play throughout the wars?
  • How did you feel during the ‘choose your own adventure’ game?
  • How do you think the soldiers felt during the wars?
  • During the ‘choose your own adventure game’, could you picture yourself in the war, how did it feel?
Prerequisite Learning

  • Students will have an understanding of Remembrance Day and the role the soldiers played. We will discuss the trenches, and certain scenarios prior to the students write up. 
Instructional Strategies:

  • Setting objectives 
  • Teacher clarity (learning goals, expectations, content delivery) 
  • Reinforcing effort/providing recognition  
Stage 2: Determine Evidence for Assessing Learning
  • Perspective story 
  • Checklists (will be written up on white board) 
  • Choral response 
Stage 3: Build Learning Plan
Set (Engagement):                               Length of Time: 15 Minutes 

Have a class discussion to refresh students about the reading strategies that they used last class to help them comprehend what they were reading. Transition into how they could use these techniques themselves to create a story. 

Development:                                              Time: 30 Minutes 

Give students 15 minutes to play a role play game on computers with partners, ensuring there is enough computers for every student. After they have had some time to explore the game and read some of the scenarios, allow another 15 minutes for students to write a letter as if they were soldiers, back home to their families. With the information they gathered from the game and their prior understanding of war and the importance of remembrance day they should have some good prior knowledge to create this piece. 

Learning Closure:                                          Time: 10 Minutes

Nearing the end of the lesson this is a time where students can share what went on in their role playing games, what they wrote about and how it made them feel. 

 Materials/Resources:

Possible Adaptations/

Differentiation:

  • Depending on the amount of paragraphs the student must write will depend on their ability to do so. 

Management Strategies:

  • Document clear rules at the start of class 
  • Improve students self-esteem by encouragement 

Safety Considerations:

N/A
Subject/Grade: Health 5             Lesson Title:  The Importance of Food Labels        Teacher: Miss. Lowenberg
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s): 

USC5.1 – analyze personal eating practices 

(c) Explain the importance of reading and understanding food labels including serving size, calories, and nutritional values (eg. fat, sodium and sugars) for making healthy food choices. 
Key Understandings: (‘I Can’ statements)

  • I can investigate info on food and beverages. 
  • I can explain the importance of food labels such as serving size, calories and nutritional value. 
 Essential Questions:

  • How do I know if I am getting all the information I need? 
  • How do I know if I am eating healthy? 
Prerequisite Learning:

Prior to this lesson a student must know where to find the nutritional labels on food and beverages, and have a general understanding how much calories intake is unhealthy. 
Instructional Strategies:

  • Think-pair-share 
  • Class Debates 
Stage 2: Determine Evidence for Assessing Learning
  • Concept map
  • Discussions 
Stage 3: Build Learning Plan
Set (Engagement):                               Length of Time: 5 Minutes 

Watch the video at the beginning of the slides presentation to start students off with an idea of what they will be talking about and learning about today. 

Development:                                              Time: 20 Minutes 

Go through slides presentation. While on slides 5 & 6 allow time for think-pair-share so students can share their ideas and learn from each other. Encourage students to ask questions and share their own experiences with healthy and unhealthy food. 

Learning Closure:                                          Time: 15 Minutes 

Using the last slide of the presentation, allow time for students to fill out their concept map. 

 Materials/Resources:

Possible Adaptations/

Differentiation:

N/A

Management Strategies:

  • Encourage initiative 
  • Offer praise 
  • Build excitement for content and lesson

Safety Considerations:

N/A

 

Subject/Grade:  Health 5                  Lesson Title: All About Diets                          Teacher: Miss. Lowenberg
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
USC5.1 – analyze personal eating practices  

  •  Investigate a variety of information about foods and beverages (e.g. print resources, media, nutritionists, elders) 
Key Understandings: (‘I Can’ statements)

  • I can understand what the difference between a vegan and vegetarian diet is. 
  • I can evaluate how certain diets require planning to ensure health. 
  • I can state all the different food groups I need on my plate. 
 Essential Questions:

  • What is the difference between vegan and vegetarian?
  • How do allergies affect our diet? 
Prerequisite Learning:

Students should have a solid understanding of what sort of diet they follow, whether it be by preference or because of cultural beliefs. 
Instructional Strategies:

  • Reinforce effort within students 
  • Identifying similarities and differences 
  • Direct instruction 
Stage 2: Determine Evidence for Assessing Learning
  • Discussions 
  • Venn Diagram 
  • Visualizations 
Stage 3: Build Learning Plan
Set (Engagement):                               Length of Time: 10 Minutes

Start by defining the word “diet” and watching a quick video about the difference between vegan and vegetarian, then talking further as a class to determine if the students know the difference forsure.  

Development:                                              Time: 20 Minutes 

Using the information the students gathered from the video, we will do a class activity on the board, separating different foods into different categories based on the type of diet they fit into. 

Learning Closure:                                          Time: 10 Minutes

Students can share about their own personal diets and their different opinions on it, if they feel comfortable. 

 Materials/Resources:

Possible Adaptations/

Differentiation:

N/A

Management Strategies:

  • Set clear expectations upfront 
  • Be consistent, insistent, and persistent 
  • Incorporate movement whenever possible 

Safety Considerations:

N/A