Name: Julia Richards

Cohort: C1
Lesson Plan
Lesson Title: Famous Canadians
Grade: 6
Date: (Day 3) November 13, 2017
Subject/Strand: Social Studies (Heritage and Identity: Famous Canadians) and Language (writing biographies)
Unit: Canada
Location: W.C Little Elementary
Times: Period 3 (10:50-11:40)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

For this lesson, students will be generating ideas for a biography based on an important Canadian figure. Students will be exploring the
experiences and perspectives of Canadian individuals in a historical context. The big ideas for this lesson will be for students to
recognize how individual Canadians have made significant contributions to Canada, as well as how these significant people have
contributed to the identity of Canada. Students will be expected to generate ideas related to a famous Canadian, which will prepare
students for writing their biographies.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Social Studies:
 A1. Assess contributions to Canadian identity made by various groups and by various features of Canadian communities and
regions
 A3. Understanding Context: demonstrate an understanding of significant experiences of, and major changed and aspects of life in,
various historical and contemporary communities in Canada.

Language:
 1 (writing): Generate, gather, and organize ideas and information to write for an intended purpose and audience

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of
expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific expectation :Knowledge and
Understanding( K ) Thinking (T); Communication (C); Application(A)

Social Studies:
 A1.2: Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity (Knowledge,
Application, Communication)
 A3.4: Describe significant events or developments in the history of two or more communities in Canada and how these events
affected the communities’ development and/or identity (Knowledge, Communication)

Language:
(Developing and organizing content)
 1.1: Identify the topic, purpose, and audience for a variety of writing forms (Knowledge)
 1.2: Generate ideas about a potential topic and identify those most appropriate for the purpose (Knowledge, Thinking,
Communication)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will…
Be learning about important Canadians and how they have contributed to Canada’s identity
Learn why Terry Fox is an important Canadian
Choose which Canadian I am going to write a biography about
Review how to write a biography
Review what needs to be included in a biography

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ X ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

I can…
Name several famous Canadians (historical figures, artists, novelists, singers/songwriters, athletes, activists)
Describe why a person is important and how they positively impacted Canada
Describe why Terry Fox is an important Canadian figure
Begin thinking about which Canadian I will write a biography about
Describe what needs to be included in a biography – personal life, accomplishments, family life, etc.

Assessment Mode – Oral (think-pair- Assessment Strategy and Task for Students-
share) and Written (chart paper Oral – contributing to class discussion, sharing
completed as a class) thoughts and ideas with partner during the think-
pair-share & with the rest of the class during the
consolidation.
Students will be expected to contribute to chart
paper – identify famous historical figures,
singers/songwriters, artists, athletes, activists.
When they write a name down on the chart paper
they will describe WHY that person is important
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
 Have an understanding of what a biography is (criteria)
 Students already know that they will be writing a biography based on an important Canadian figure
 Know who Terry Fox is and why he is important
Assessment Tool
Anecdotal Notes:
 What I will be looking for: students who are
making meaningful contributions
 Think-pair-share – assess if students are on task
& working effectively with partner
 Success Criteria for anecdotal notes: name a
famous Canadian and describe why they are
important
 Chart paper – students that contribute to list
during consolidation

I.E.P. program implications: Accommodations, Modifications

Differentiation: Content, Process, Product, Environment, Assessment

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ X ] collaboration, [ ] initiative, [ ] self-regulation

Vocabulary:
 Biography
 Terry Fox (important Canadian figure)

Resources and Materials /Technology Integration:

 PowerPoint slide
 Social Studies – Curriculum Guide (grade 6)
 Language Curriculum – Writing (Grade 6)

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 10 minutes

[Introduce learning goals and success criteria] “Today we will be learning about Students will watch video about Terry Fox. They will answer the follow-up questions
important Canadians.”
Students will state the criteria for biography
“First I am going to show a short video about Terry Fox”  Name and picture of person, date of birth & death
[Show Heritage Minute Video: Terry Fox]  Early years: where did this person grow up? Where did they live? Describe
https://www.youtube.com/watch?v=H2F9LbF_pF0 family life
 Personal background: major events in the person’s life, education
Follow-up questions:
 Significance: why was this person important? Did they win any awards?
“Why was Terry Fox an important Canadian?”
What important contribution did they make to Canada?
“What were his accomplishments?”
 Challenges: what challenges did this person overcome?
 Interesting facts about this person
“By the end of this lesson you should have an idea of which Canadian you will be
writing a biography on”
Students will refer to the anchor chart already posted in the classroom regarding
criteria for writing a biography
“Can anyone tell me the important aspects of a biography? What information do
you need to include?” [refer to chart already posted in classroom and add
student’s ideas to the chart]

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 20 min
Students will view PowerPoint and ask questions (if they have any)
[Show PowerPoint slide to students – based on Terry Fox] This slideshow will be
used as an example/guide for students to follow Students will work with a partner – name & describe important Canadian. They will
use their personal devices if they need to research.
[Think-pair-share] “Okay students, I will give you 10 minutes to brainstorm an Collaboration:
important Canadian and why they were important. You can do this with a  respond positively to the ideas, thoughts, and opinions of others
partner and we can share as a class” “You will be allowed to use your personal  share information, resources, and expertise to promote critical thinking
devices to research”  make decisions – based on who they think is important
[I will walk around as students are brainstorming & sharing ideas – I will be
writing anecdotal notes]
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 10 min
Student will name and describe important Canadian - contribute to the list
“Eyes to the front and listen please”
“Does anyone want to share who they think is an important Canadian?” When called on, one student at a time will write down a name on the chart paper
and describe why they are important
“We are going to brainstorm together and you can come up the front of the class
and write down ONE name on the chart paper” Students will decide which Canadian they want to write about & who they would
like to work with
[Call on students that have hands raised – one student at a time]

“When you write down a name you will also describe why this person is
important to Canada”

[As a class, we will review the list – ensure that students have included historical
figures. I will add historical figures to the list]

[restate learning goal and success criteria] “Does everyone now have an idea of
which Canadian they would like to focus on?”

Extension Activities/Next Steps (where will this lesson lead to next)

 Students will think of which Canadian they want to write about
 Students will conduct research on this particular person
 Choose a partner to work with for biography slideshow
 Make connections – how these individuals contribute to Canada’s identity