Living in The Canadian Shield - Class 6
Living in The Canadian Shield - Class 6
Living in The Canadian Shield - Class 6
Georges
Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude.
This lesson is about learning about the Canadian Shield. The purpose of this lesson is for the students to learn about
where the Canadian Shield is, the Dene Suline First Nations group who lived there, and to learn about the Dene Suline
Calendar and how they classified their months with the earth. Students will be guided through readings of the textbook
pages 109 and 110, and will be given a worksheet to fill out about the Dene Suline Calendar and how they classified
their months with the earth. Students will label and colour the calendar neatly. By the end of this lessons students will
have an understanding about the Dene Suline Nation, and their lifestyle living in the Canadian Shield.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson
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
Students will:
Construct, colour, and label the Dene Suline Calendar from the textbook.
Use the textbook, and their knowledge from our guided reading and apply their knowledge to their constructed calendar.
Identify where the Canadian Shield is on the Alberta map.
Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: apply, analysis contrast, express, appreciate. Be clear on what type of
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LESSON PLAN TEMPLATE Practicum Fall 2020 St. Georges
knowledge/skill/attitudes that students are develop and expecting them to do. This informs the types of questions you develop. 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..
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.
If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.
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
Lesson Procedures
Introduction (10 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section. This can be written in point form
Body (30 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.
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LESSON PLAN TEMPLATE Practicum Fall 2020 St. Georges
Steps and Procedures: Lessons are divided into portions. Lesson body there should be a least two Formative Assessments Type/Name:
activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As Well you are not
Where Assessment Occurs:
narrating, rather you are describing the activity, the learning, critical information to carry out the lesson. Any questions
you have developed to use during the learning, to facilitate discussion for instance are to be written directly into the
lesson description. Thumbs up or down
Repeat the instructions the teacher said
Activity #1: Guided Reading [Whole Group Reading] (10 minutes)
Transition: The class will begin to find their partners calmly and
quietly.
Activity #3: Dene Suline Calendar [Small group learning] (15 minutes)
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LESSON PLAN TEMPLATE Practicum Fall 2020 St. Georges
their desks and work on the worksheets independently, and
that the worksheet will be due for homework.
Consolidating (5) mins 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 cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide
clear steps and indicate process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson
Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)
Other Notes
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