Lesson Plan

Lesson Title:The Secret Path Grade: 12 Date: N/A Subject:History Strand: D Location: Anywhere with internet access Time:

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson is focused on Gordon Downie’s “Secret Path” and residential schools. Students will be asked to complete
the first column of their KWLS chart as they come in. After students will be asked to guess how far they think ~643KM
is from the town they reside in. After guessing students will use their devices to see how far that would actually be.
Students will then be introduced to Chanie Wenjack’s story and “Secret Path” (make reference to the time and where
it falls on the timeline from earlier in the module). Students will then fill in the second column of their KWLS. The class
will read “Secret Path” and then watch the animated video of “The Stranger”. Students will then complete the last two
columns of their KWLS chart.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
D1. Setting the Context: analyse how various social/cultural, economic, and political events, trends, and/or developments in
Canada from 1867 to 1945 contributed to the development of the country
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
D1.6 analyse a variety of government policies during this period, with a focus on how they expanded the role of government in the
lives of people in Canada
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 learn…

● who Chanie Wenjack is
● how recent the residential school system was and how the negative treatment and results of the system were
not just in the early days
● how history can be presented in different forms
ASSESSMENT and EVALUATION
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, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain who Chanie Wenjack is

I can: acknowledge my own knowledge and lack thereof
I can: recognize and describe the continuous history of residential schools and their effects
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written “K” of the KWLS Chart KWLS Chart
Assessment As Learning Do/Written 643KM Mapping and “W” of KWLS Chart
KWLS Chart
Assessment Of Learning Written “LS” of KWLS Chart KWLS Chart
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*had an introductory lesson/activity on residential schools through Maria Campbell’s “Jacob”
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
*how “Secret Path” is read as a class can be varied to meet class needs such as reading in small groups, watching only
the video album

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 *the KWLS chart can also be done as a class on chart paper or with post it notes
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● KWLS handout for students
● Secret Path book
● Tech with internet access and projector
● “The Stranger” video
● DownieWenjack website
Learning Environment (grouping; transitions; physical set up)
Classroom
Cross Curricular Links
English, Social Studies, Geography
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
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
*Place “Secret Path” at the front of the room and write *Look at the topics on the board and complete the first
Secret Path, Residential Schools and Chanie Wenjack on column of the KWLS chart based off of what they know
the board *Take a guess at how far 643KM is
*Handout out the KWLS to students and instruct them to *Use devices to figure out how far it actually is
complete the first column based off of what they know *Listen attentively and ask questions
about the topics on the board
*After have students guess how far ~643KM from the
town they are in is
*Have students find out how far it actually is ex/ from
Georgetown, ON Lake Elliot, ON and Saint-Jerome, QC
are about 643KM away
*Introduce students to the story of Chanie Wenjack and
Secret Path
*Place a sticky note on the class timeline that marks
when Chanie Wenjack’s story takes place
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
*Have students complete the second column of the *Fill out the second column
handout *Listen and take notes
*Read “Secret Path” aloud to the class, encourage *Listen and watch attentively
students to take notes
*Watch “The Stranger”
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
*Have students complete the last two columns *Complete the last columns
*Open the floor for questions or comments *Ask questions, make comments, listen attentively
Extension Activities/Next Steps (where will this lesson lead to next)

From this lesson students will move on to the Kairos Blanket exercise.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013