Lesson Plan

Grade/Subject: 2 Social Studies

Unit: N/A

Lesson Duration: 30 minutes

GENERAL OUTCOMES
FROM ALBERTA
PROGRAM OF STUDIES

SPECIFIC OUTCOMES
FROM ALBERTA
PROGRAM OF STUDIES

LEARNING
OBJECTIVES

ASSESSMENTS
(Observations, Key
Questions, Written
Assessments,
Performance
Assessments)

Social Studies Program

of Studies:

2.13 Investigate the

cultural and linguistic
characteristics of an
Inuit, an Acadian and a
prairie community in
Canada by exploring
and reflecting upon the
following questions for
inquiry:

Students will:

Students will provide

evidence of learning
by:

Students will demonstrate

an understanding and
appreciation of how
geography, culture,
language, heritage,
economics and resources
shape and change
Canadas communities.

- Learn different cultural

characteristics of
Canada.

What are the cultural

characteristics of Canada
(eg. special symbols.)
2.4

Write a shape poem.

English Language Arts

Program of Studies:

4.1 Enhance and

Improve

Students will:

GLO 4: Students will

listen, speak, read, write,
view and represent to
enhance the clarity and
artistry of communication.

Revise and edit

Check for capital
letters, punctuation at
the end of sentences
and errors in spelling.

Check for capital

letters.
Check for punctuation
at the end of
sentences.
Check for errors in
spelling.

- Identifying adjectives
and symbols of Canada
talked about in previous
lesson by writing a list
of them and turning
them into a shape
poem.

Students will provide

evidence of learning
by:
- Check for capital letters,
punctuation at the end
of sentences and errors
in spelling.

LEARNING RESOURCES CONSULTED

Resource #1:
Alberta Education Program of Studies
Resource #2:
Worksheet modified from: http://en.islcollective.com
MATERIALS AND EQUIPMENT
1.
2.
3.
4.
5.
6.
7.
8.

Canada Map outline (attached).

Maple Leaf with lines (attached).
Worksheet (attached).
Book: M is for Maple: A Canadian Alphabet by Mike Ulmer (from Jennie Emery Library). Use as sponge
activity if needed.
Timer: http://www.online-stopwatch.com/bomb-countdown/full-screen/
Looseleaf
Extra supplies: Pencils, erasers.
Students marked KWL charts and maple leaf fill in the blank worksheets.

PROCEDURE
Introduction (2 - 3 min.):
Hook/Attention Grabber:

Ask students what it was that I made over the weekend (the bucket shape poem). Tell students they are
going to get to make their own poems about Canada today. Tell them they will have a choice of two
types of poems and that one will be the shape poem.

Assessment of Prior Knowledge:

Have students tell you what a symbol is and what adjectives (or describing words) are. Explain to them
that their poems need to include symbols, adjectives about symbols, and/or adjectives about Canada.
Tell students before they do this that we will first talk about some of the questions they had from the
KWL charts last week (show students the charts to remind them what they were.)

Expectations for Learning and Behaviour:

Students put their hands up when participating in class discussion.

Students do their neatest printing (in pencil) when working on their assignment.
Students pay attention to words that need capital letters.
Students pay attention to punctuation at the end of their sentences.
Students look at their past assignments and at board to check their spelling.

Advance Organizer/Agenda:

Answer Questions from KWL charts.

Brainstorm as a group.
Make a list of words.
Write poems.

Transition to Body

Move to carpet and answer questions from KWL charts.

Body (15 - 25 min.):

Learning Activity #1:

Tell students you want them to think about the answers to their questions, the mobiles they made with
Mrs. Neely-White, the classes that we talked about the maple leaf and Canadian coins, and the class
that we looked at the Canada flag.
Have students each tell me one symbol or one adjective that describes Canada or any of its symbols.
Have them sit on the bench with me once they have named something.

Assessments/Differentiation:

Formative Assessment:
o Students will demonstrate their knowledge of Canada and its symbols by naming different
symbols of Canada or adjectives to describe Canada.

Differentiation:
o Learning styles: interpersonal, linguistic.

Learning Activity #2:

Have students number paper from 1 to 20.

Put a timer on for 3 minutes. Have students write as many words (symbols and adjectives to describe
Canada) that they can think of.
o Tell them you want only one word per line.
o Tell them they may not get to 20 and that is okay but you want them numbered.
When the timer goes off have students talk to their elbow partner about what they wrote down.
After students talk to their elbow partners, ask them to write down more words that they may have thought
of after they talk to their partners.
When students think they are finished tell them to show me and then go get their assignments from last
week (drop on floor on carpet.)
o Look at students lists and judge whether they can come up with more once they bring it to you.
o Watch clock. Some students will not write 20, when they have 5 10, check over their work and
have them move one.
When students start getting their KWL charts, maple leaf worksheet, etc. tell them all to see if there are any
words they could add. Also have them look at their spelling and make sure it is correct.
When students think they have all the correct spelling they will raise their hand. Teacher will circulate and
quickly correct (if lots of students are raising their hands correct half to start with if there are many errors. If
it is a word they should have written elsewhere, tell them to look first before it is corrected.)
Once students have 5 20 words (depending on student), give them the map of Canada and tell them to
use their pencils to copy the correct spelling of word into map.
o Point out bucket shape poem. Words can be different sizes and can be written more than once;
however, each word must be on their at least once and all words must be spelled correctly and
have capitals where needed.
Students are told that if they rush through writing the words and it is not their best work that they will be
asked to redo it (some students have been rushing through a couple of assignments.)

Assessments/Differentiation:

Formative Assessment:
o Students will demonstrate their understanding of Canadian symbols and adjectives by making a
list of them and transferring them into a shape poem (cross-curricular connection with LA).
Differentiation:
o Give DRP a worksheet to fill out. Once he copies the words into the fill in the blanks, have him
circle 5 words he could use in his shape poem. Once he does this he can transfer the words into
the poem. Have him write words more than once in shape poem in order to practice spelling.
o Different learning styles: visual-spatial, interpersonal, linguistic, intrapersonal.

Sponge
Students who are done early can take poems and write sentences on maple leaf. Canada is
After work has been checked, allow students to write over pencil on words in shape poem. Encourage
students to use different colours like on bucket shape poem.
Depending on where students are at, introduce M is for Maple. Explain that there are many other things
people think of when they think of Canada and that these are some other great examples.

Closure (3 - 5 min.):
Consolidation/Assessment of Learning:
Assessment for Learning only.
Feedback From Students:
o
o

Show of hands, ask students how many wrote down certain symbols (for example, maple leaf,
Canada flag, beaver, and Mountie.)
If there is a few minutes allow students to do gallery walk.

Feedback To Students:
Encouragement, praise, recognition of hard work! Help students who are struggling in certain areas and push
students who are excelling. Answer student questions. Give verbal feedback on students sharing process.
Transition To Next Lesson:
Inform students that next class will be the last one talking specifically about Canadian symbols.