Topic: We are all special

Grade: 5

Subject: Religion and Family Life

Time: 45

OBJECTIVES
Ontario Curricular Expectations
FL1.03 - understand the importance of personal freedom in shaping interpersonal relationships;
PF4.01 - respect physical change as integral to Gods creation of the human person;
MD4.01 - value the sacredness of the human body, regardless of appearance;
MD4.02 - respect physical change as integral to Gods creation of us;
FL1.02 - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
Lesson Objectives:
This lesson is designed to introduce students to different learning styles and understandings of intelligence
Social Objectives:
- share thoughts and ideas with other peers
MENTAL SET
Estimated time: 5 mins
1. Focusing event- hand out the Introductory worksheet to each student and instruct them to go around the
room finding other students who meet the criteria listed in each square. They will then write the name of
the student in the box who matches the said description. Students should make every effort to have all
students name represented on the sheet. Encourage students to offer their name in a variety of spaces, so
long as it is a true statement.
STATED OBJECTIVES AND PURPOSE:
-

Estimated time: 5 minutes

You will go around the room finding a classmate that fits into one of the description boxes
We will then talk about the uniquenesss of each students, and the results from your sheet.
You will then take a personal interest worksheet and complete a learner profile, to see ifit compares
with the personal interests worksheet.

INPUT/ MODELLING/ DEMONSTRATION:

Estimated Time: 15

2. Student activity - Students will collect the names of the students on their introduction worksheet.
3. Discussion/Instruction-The students return to their seats and the teacher discusses the uniqueness of each
student and how intelligence can be defined by more than pen & paper tests. The students discuss
differences and similarities between peoples and methods of inclusion for all. (10 min.)
4. Student activity (think- pair -share)- Students will individually complete a personal interests worksheet (10
min.) when completed it is shared with a partner who looks to see if they have learned anything new about
the other.(5 Min.)
5. Teacher - once the Personal Interests worksheets are compiled she will begin to complete a learner profile
and see if she is in agreement with the students Personal Interests worksheets.

i.)

PRACTICE

Materials:
- worksheets
- pencils

Estimated time: 10

Practice- Teacher chooses one of the squares that matches her preference,
explains why she chose that one, and tells the students that they can put her name
down on their sheet, if they choose. The teacher can then go round the room and
ask the students to choose one of the squares which closely represent them and
put their name on their own sheets.
Tactics:
Examples:
Think, Pair, Share
4 Corners
Round Robin
3-Step Interview
Inside/Outside Circles
Paraphrase Passport
Placemat
Other
CHECKS FOR UNDERSTANDING:
1. Thumbs up/Down technique
2. First than
CLOSURE :
Randomly selected pairs will share their insights on each other (5 min.)
CONSIDERATIONS
Multiple Intelligences:

Accommodations:

Assessment:

musical/rhythmic
bodily/kinesthetic

How
- breadth
- depth
- pace

visual/spatial

- grouping

- observation
- quiz/test
- checklist
- interview
- discussion

interpersonal

- time

intrapersonal

- place

verbal linguistic
logical/mathematical

naturalist

existential

Find Someone in your class who

needs to write something
in order to understand it

plays sports outside of

school

prefers to work alone

loves to read

prefers working in a
group

likes keeping track of

assignments in an
agenda

collects something

gives 100% effort when

the activity is worthwhile

likes to listen to music

while studying

reads maps well and

doesnt get lost

gestures when talking

enjoys creating art

enjoys spending time

outdoors

learns by discussing
ideas with others

enjoys solving
problems

often sings, hums, or raps

A2
Put a checkmark in the white box if the statement is true for you
most or all of the time.1. I like telling stories and jokes.
2.

I find charts, diagrams, and graphs easy to understand.

3.

I have a good sense of rhythm.

4.

I enjoy solving math problems.

5.

I can identify most plants and animals.

6.

I tend to fidget or play with my pencil during class.

7.

I tend to hum to myself when I am working.

8.

I get along well with other people.

9.

I like to draw or to make things.

10. I like helping to teach other people.

11. I know my strengths and challenges.
12. I am a good speller.
13. I like talking and writing about my ideas.
14. I like to doodle.
15. I am happiest when I am outdoors.
16. I often have a song or piece of music in my head.
17. I like working in a group.
18. I prefer to work alone.
19. In an argument, I look for a logical and fair solution.
20. I have trouble sitting still for any length of time.
21. I do well in science class.
22. My mood changes when I listen to music.

23. I like to belong to clubs and organizations.

24. I like to play chess, checkers, or other strategy games.
25. I use a lot of body movements when Im talking.
26. I like to organize things and ideas into categories.
27. I set myself goals and make plans for the future.
28. I like to have music playing when Im doing homework.
29. I really enjoy reading.
30. I often see clear images when I close my eyes.
31. I need to spend some time alone to think about things.
32. Friends ask my advice.
33. I like taking care of plants and animals.
34. I like to work in an organized way.
35. In group work, I like to do the research and writing.
36. I like touching things that Im looking at.
37. Geometry is easy for me.
38. I like building and making things.
39. I can do a lot of math in my head.
40. Im strong willed. I dont tend to follow the crowd.
Highlight the dominant characteristic from each completed inventory or from your observations. If your
observations differ from the students self-assessment, note the difference on this form and explore further.
Learning Style (Gregorc, Kolb, McCarthy, Silver, Strong, & Perini)
Choice
Prefers doing things
in own way

Practicality
Research
Prefers
Prefers to work alone
straightforward
Prefers to study topics
directions
in depth
Prefers learning that
is immediately useful

Feelings
Prefers to work with
others
Prefers to consider
other perspectives,
talk about feelings
and opinions

Vak Learning Style (Dunn & Dunn)

Visual
Auditory
Prefers reading
Prefers talking and listening to
Likes illustrations, colour, and reading
graphic organizers
Likes oral presentations

Kinesthetic or Tactile
Likes doing and moving
Likes handling materials
Prefers drawing and writing

Intelligences (Sternberg)
Practical
Prefers seeing how and why
things work in the world

Analytical
Prefers learning in linear ways

Creative
Prefers making new
connections

Multiple Intelligences (Gardner)

Verbal/Linguistic
Listening
Speaking
Reading
Writing

Logical/Mathematical
Working with numbers
and abstract patterns
Reasoning through
problems

Visual/Spatial
Mind mapping
Visualizing
Drawing
Viewing

Musical/Rhythmic
Using rhythm and
melody
Singing
Dancing

Bodily/Kinesthetic
Using touch and
movement
Dramatizing

Interpersonal
Sharing
Cooperating
Interviewing
Relating to others

Intrapersonal
Working alone on
individual projects
Working at own pace

Naturalist
Sorting
Classifying
Noticing patterns
Being outdoors