Historical Jigsaw Lesson Plan

"Historical Jigsaw" 5Ws and Growth Mindset
Dover Bay Secondary School | Humanities 8

Mercedes DuBois
19 October 2016
Rationale:
This lesson builds upon previous class work on the topics of Growth Mindset, 5Ws, and Famous Failures. It
reinforces Dover Bays 4Cs Community of Learners, and it also encourages non-fiction reading comprehension.
This lesson is relevant because it builds on real-world skills (exchanging ideas and viewpoints, explaining
different perspectives, using inquiry processes, becoming educated and engaged citizens, making connections to
others and the world, thinking critically and reflectively).
Curriculum Connections:
English Language Arts 8 Social Studies 8
Big Ideas: Big Ideas:
-Questioning what we hear, read, and view contributes -Changing ideas about the world created tension
to our ability to be educated and engaged citizens. between people wanting to adopt new ideas and those
-Exploring stories and other texts helps us understand wanting to preserve established traditions.
ourselves and make connections to others and to the -Contacts and conflicts between peoples stimulated
world. significant cultural, social, political change.
Curricular Competencies: Curricular Competencies:
-Think critically, creatively, and reflectively to explore - Use Social Studies inquiry processes and skills to ask
ideas within, between, and beyond texts. questions; gather, interpret, and analyze ideas; and
-Construct meaningful personal connections between communicate findings and decisions
self, text, and world. - Assess the significance of people, places, events, or
-Respond to text in personal, creative, and critical developments at particular times and places
ways. - Explain different perspectives on past or present
-Exchange ideas and viewpoints to build shared people, places, issues, or events, and compare the
understanding and extend thinking. values, worldviews, and beliefs of human cultures and
Core Competencies: societies in different times and places
-critical thinking Core Competencies:
-personal and social responsibility -critical thinking
-communication -personal and social responsibility
Content: -communication
-metacognitive strategies (thinking and talking about
learning to develop an awareness of self)
Learning Intention (shared with students on white board)

-I can read about an historical person and exchange ideas and information about that person with my peers
Learning Intentions: Activity: Assessment:

-I can use the 4Cs to communication -students participate in expert and -students are informally assessed
information and collaborate with my learning groups to share information based on observing and listening to
peers (DBL8 values) (LI: 1) group discussions and the exchange
-I can assess the significance of -students read about historical of ideas and viewpoints (LI: 1)
people, places, events, or figures and answer questions related -teacher collects jigsaw handouts at
developments at particular times to W5 and historical significance the end of class for review to see if
and places (Social Studies curricular (LI: 2) students can assess significance (LI:
competency) -students fill out the jigsaw piece 2, 3, 4)
- I can construct meaningful about their own lives to think about -teacher makes mental note of
personal connections between their own successes, challenges, use strategies that work for each student
self, text, and world (English of growth mindset, and ability to as a learner and their level of
curricular competency) overcome (LI: 3, 4) engagement with the jigsaw activity
-I can think and talk about my own -students participate in concluding (LI: 4)
learning [metacognitive strategies] discussion about why we chose this
(cross curricular outcome) activity, what they learned, and if it
worked for them (LI: 3, 4)
Prerequisite Concepts and Skills:

-Grade 8 reading comprehension level
-previous knowledge of W5 and Growth Mindset
-interpersonal skills
Materials and Resources:

Teacher Students
-30 copies of jigsaw puzzle handout (per class) -pen/pencil
-6 copies of 5 different biographies (per class)
-lesson plan
-whiteboard marker
-number cards for tables
Differentiated Instruction:
-Mentor teacher, Education Assistant, and other Student Teachers available to assist, monitor, direct students to
proper tables, answer questions, and check for understanding
-Peer (expert and learning) groups tend to benefit all students
-Students can flip over the handout and fill in the jigsaw piece about their own life to make the learning relevant
Organizational/Management Strategies:
-hand out worksheets and biographies before class begins to save time
-desks should be arranged in 5 pods of 6 students
-learning intentions and instructions on the whiteboard before class begins
Possible Aboriginal Connections / First Peoples Principles of Learning

-Learning requires exploration of one's identity.
-Learning is embedded in memory, history, and story.
Lesson Activities:
Teacher Activities Student Activities pacing
Before Class:
-place biographies and jigsaw handouts on 5
desks minutes
-write learning intentions and instructions on (before
whiteboard class)
Introduction:
-introduce selves (students seem interested in -students enter class and select a seat
learning about their student teachers) -they may look at learning intention, and 15
-take attendance biography/handout minutes
-lesson "hook" "Famous Failures" YouTube
clip
-ask students to think back to the activity they -students answer and share their knowledge
did on growth mindset last week of these historical figures
-does anyone recognize the person on their
handout? Who are they? (Pre-reading activity)
Body: Jigsaw Activity

Part I: Learning Group 3
-explain the activity: each student will read -students listen to instructions minutes
the worksheet on their desk and, as a group,
will answer questions on the jigsaw puzzle
handout
-let students know that they will eventually be
sharing their answers with another group so it
is important that every person collaborates,
contributes, communicates, and commits to
the activity 15
-tell students they have 15 minutes minutes
-students read the biography individually
-student teachers/education assistant may help -students work together to answer the
some students to read the biography and write questions on their handout
out their questions -W5:
who is the person? when and where did they
-observe students, listen to discussions, check live? why are they significant? in what way
for understanding, assess did they demonstrate growth mindset?
Part II: Expert Group 5

-after 20-25 minutes, see if students need -each student gets a number minutes
more time
-after 30 minutes, number students 1-6
-place number cards on each table (plus one
on the couch area or the sitting area in the
hallway)
-explain the expert group: students will move
into a new group based on their number and 15
will take turns sharing information about their -students move into expert groups minutes
person with the group. Each person fills out
their worksheet. -students take turns sharing their
biography/W5 information while the other
students in their group fill out their handout
-Begin class discussion: ask students to share

their information with the group (eg. someone -students participate in discussion as a whole 15
who did not read the biography on Princess class Minutes
Diana, can you share one fact/piece of -students may fill out any "gaps" in their
information about Princess Diana? Martin jigsaw
Luther King Jr? Mahatma Gandhi? JFK? Etc.) -student volunteers write information on the
-ask for specific evidence from text re: how board
did this person demonstrate growth mindset?
-what did these people overcome?
-do you see any patterns?
-why did we choose these people from
history?
Begin self evaluation:

-have students flip over their worksheet and
fill in individual puzzle piece on themselves, 10
just as they did the historical figures (name, -students work individually to fill out the minutes
birthday, place of birth, successes they've jigsaw on themselves; may also represent
experiences, challenges they've overcome, themselves visually
etc.)
Closure:
-last 5 minutes of class:
-What did you think about this activity? Why -students share their thoughts and opinions
do you think we chose it? on jigsaw activity/how it worked for them as 5
-What did you learn? a learner (metacognition) minutes
-Thank the class and dismiss them

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"Historical Jigsaw" 5Ws and Growth Mindset

Dover Bay Secondary School | Humanities 8

Learning Intention (shared with students on white board)

Learning Intentions: Activity: Assessment:

Prerequisite Concepts and Skills:

Materials and Resources:

Possible Aboriginal Connections / First Peoples Principles of Learning

Body: Jigsaw Activity

Part II: Expert Group 5

-Begin class discussion: ask students to share

Begin self evaluation:

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