Ed 3503 Teaching Plan
Ed 3503 Teaching Plan
Ed 3503 Teaching Plan
Lesson Plan
Grade/Subject: Grade 5 ELA/Social Studies
LEARNING OBJECTIVES
Students will:
1. Create 3 posters together as a class which reflect their collective opinion of what the main components of The Boy
Who Lived With The Bears were.
2. Define key terms relating to key components of Democracy
3. Begin a creation story of their own that incorporates what they have learned regarding the topic.
ASSESSMENTS
Key Questions:
Observations:
Written/Performance Assessments:
Formative: Posters that are produced by Learning Activity1, mind map on aspects of Aboriginal creation
stories that is produced by Learning Activity 2.
Summative: Creation story produced by the student.
PROCEDURE
1
Lived With the Bears. Followed by brief discussion where the class comes to a general consensus regarding
the book.
knowledge they have about the key aspects of First Nations Creation Stories. 1 being the lowest and 5 being
the highest.
While students fill out the first part of their lesson plan, write the lesson agenda on the whiteboard.
Advance Organizer/Agenda:
Quickly go over agenda written on white board, giving a brief explanation of the upcoming activities.
Transition to Body:
Have students split into three equal groups to prepare for the first learning activity. Intervene if necessary
to ensure that groups are chosen appropriately.
Learning Activity #2: Mind Map Brainstorm: Elements of Aboriginal Creation Stories
First, ask students to get a laptop from the portable laptop cart. Once each student has a laptop, introduce
students to mind mapping activity using MindMeister which is a comprehensive online mind map builder.
Once theyve gained fluency with MindMeister, create a mind map with the central idea being Key
Aspects of Democracy and give the students time to add their ideas to help create a class mind map.
Remember to keep the mind map available and quickly able to display throughout the lesson to give
students a quick reference for ideas. The most important element to identify is the teaching of morals and
how things came to be. This will be used to direct students in the creation of their short stories.
Assessments/Differentiation:
Evaluate the quality of the created product and make alterations if key points are missed to ensure an
effective mind map to guide student learning is created.
Assessments/Differentiation:
Collect the students short stories at the end of the class period and formatively assess them, giving
feedback regarding how the story could be improved. The students can utilize this feedback in the next
lesson when they continue to work on their creation stories.
Closure (5 min.):
Consolidation/Assessment of Learning:
Have students on their provided piece of paper once again give a number from 1 to 5 to indicate how
much knowledge they have about the key aspects of democracy after this lesson.
Feedback To Students:
Based on observation of posters, class discussion and the starts of their creation stories, give feedback on
their work and ideas that includes both kudos and areas that could use improvement.
Reflection
The strongest component of the above lesson plan is the fact that the learning activities develop
students understanding of Native creation stories in a gradual, logical and effective way which
provides material for the students to refer back to later in the lesson. The biggest strength is the fact
that students engage in first hand learning by writing a creation story of their own. I think both of these
are important because I believe that the best way to learn something is to actually do it and engage in
it. The ability for reference and building of understanding is important to enable the process to take
place in the most effective way possible.