1. Lesson Plan Information 1.

Lesson Plan Information

Subject/Course: History/ Art Name: Emma Fenton
Grade Level: One Date: Nov. 11 2013 Time: 1hour-75 minutes
Topic: Remembrance Day! Length of Period: 1 Hour
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Grade Two: Heritage and Citizenship
-Identify ways in which heritage and traditions are passed on (e.g., stories, community celebrations; special days
such as Remembrance Day, Canada Day, Aboriginal Solidarity Day, and religious holidays; etc...
Grade One:
Social Studies- identify important relationships in their lives (e.g., with family members, friends, pets, teachers)
and name some of the responsibilities that are part of these relationships;
RL.1.4- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
D1.3- Use elements of design in art works to communicate ideas, messages, and personal understandings.
Learning Skills (Where applicable):
-Fine Motor Skills (Painting)
-Critical thinking Skills (Dening words)
-Communication Skills (Discussion)
-Collaboration Skills (Discussion)
3. Content
What do I want the learners to know and/or be able to do?
-Be able to identify what Remembrance Day is about (in brief terms)
-Be able to make personal connections to Remembrance Day
-Have an idea of the terms War Soldier Sacrice Peace World War
-Recognize the poppy as a symbol for Remembrance Day and briey why it is
Today learners will:
-Listen to a story that describes Remembrance Day
-Talk about what they know about Remembrance Day as a group
-Take apart important words to do with Remembrance day
-Gain a broader understanding of why we celebrate Remembrance Day
-Paint a picture of a poppy as a symbol for Remembrance Day
-Be able to explain why the poppy is a symbol
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
-Evaluate listening and ne motor skills by the outcome of the painting
-Evaluate the sentence they create or key words they write about Remembrance Day
-Participation in class and the nal product of activity
Lesson Plan Template
1 Schulich School of Education Practice Teaching Handbook 2010-2011
Lesson Plan
Template
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
-Learners should have some background knowledge of what Remembrance day is
-Learners should bring some experience painting
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
-Have some Poppies outlined for students where ne motor skills are preventing them from completing the task.
-For students who are at an early stage in writing and require some more assistance, instead of writing a sentence
about remembrance day, they can write one or two of the key words we talked about
-The children who have trouble focusing, allow them to participate in the carpet time by taking one of the key
words off the wall
B. Learning Environment
Carpet: For story/ discussion/ learning important Remembrance Day words
Desks: For activity
C. Resources/Materials
-Paper Plates
-Paint Brushes
-Red/Black Paint
-Black markers (to write on back of poppy)
-Chart Paper with Marker
-Book (A Bear in War)
Lesson Plan Template
2 Schulich School of Education Practice Teaching Handbook 2010-2011
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
First have students sit in their assigned spots on the carpet
Hook: Story (A Bear in War)
-Questions to ask throughout the story (indicated in book itself)
-Questions to ask after story:
Who can tell me, after reading this story, why they think we celebrate Remembrance Day?
Does anyone know someone who has fought in war?
Who can explain to me why we where a poppy today?
What kind of words do we think of when we say Remembrance Day?
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Turn class attention toward Blank Chart Paper
For each word [War, World War, Peace, Sacrice, Poppy] it will be taped to the wall around the carpet.
Ask a student to go get a word from the word wall (kinesthetic learners) only pick good listeners and stick it on
the chart paper.
As a class, brainstorm what it they think the words mean
After they are done, then put up the actual denition underneath (tape)
Do this for each word!
After this is done, ask the class of all these words, which do you nd the most important for Remembrance Day
Introduce activity on the CARPET.
Show them the poppy paper-plate activity
Refer back to when you talked about the poppy before. So were going to make poppies to Remember those who
fought for us
Lesson Plan Template
3 Schulich School of Education Practice Teaching Handbook 2010-2011
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
First: walk students through what does the poppy look like What colours are they? How many leaves does it
have?
Second: actually walk them through it by painting one for them (for the visual learners)
1. Write your name on the back
2. Trace an outline for your poppy in pencil
3. Colour red in the lines for the petals
4. Colour a black center!
5. Indicate where they will leave it to dry
Ask if they need clarication on anything and then proceed to send them back to their seats BASED on whether
they are being good listeners.
Allow them to complete their activity independently but walk around and be present for any students requiring
extra help with their project (outlining, painting, etc)
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
Follow up process:
After the paint has dried, hand out black permanent markers so they can write one word on each petal.
They may choose which words to include from our word wall!
Check for understanding by the words they choose to include. Go around to each student during the painting/
writing process and ask them to pick a word and tell me what it means to them.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
Their pie-plate-poppies: will demonstrate their understanding of the activity
Individual assessment: will demonstrate their understanding of the importance of the poppy and what
Remembrance day is all about
CONCLUSION: How will I conclude the lesson?
Thank the class for being great listeners and that you hope they learned something about Remembrance Day!
Definitions:
War- a state of armed conflict between different countries or
different groups within a country
Sacrifice- the act of giving something up for a greater cause
Soldier- Someone who serves in an army
Peace- When there is no war and
Poppy- A flower that symbolizes the soldiers who sacrificed their lives in war
Lesson Plan Template
4 Schulich School of Education Practice Teaching Handbook 2010-2011