Professional Documents
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Lesson Plan
Lesson Title: What is a Biography? Grade: 6 Date: November 20th 2018 Subject/Strand: Language - Writing Unit: I
Am Canadian Location: Classroom 231 Times: 10:50 am -12:30 pm
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?)
In the core learning activity I will be teaching students to write a biography. This lesson fits into a unit cross-curricular with
social studies where students are studying similarities and differences between Canada and other countries. In this unit,
students will be picking a famous Canadian to write a biography on. The big ideas in this lesson
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources
(e.g., identify the steps required to gather information; interview people with knowledge of the topic; identify and use graphic
and multimedia resources; record sources used and information gathered in a form that makes it easy to understand and
retrieve)
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 am learning…
● What a biography is
● How to write a biography
● About a famous Canadian
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [x] FOR [ ] AS [ ] 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:
● Explain what a biography is meant for (C)(K)
● Name at least 1 famous Canadian (K)(A)
● Explain the important parts of a biography (C)(K)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Assessment Tool - Instrument used
Performance (Write, Say, Do) Students- to assess; Record Keeping format
What are the students doing to show their
learning? Class tracking sheet. Organized by
student name, overall expectation and
Write - Students will be Students will be demonstrating their learning specific expectation. Check
demonstrating their learning today by understanding the purpose and structure Mark=strong understanding, O=possible
by collecting research and writing of a biography. Students will begin the revisit, X=needs further support/does
about a famous Canadian. research process by finding information on not understand, educator will also track
their Canadians. the learning skill on this sheet
Do - Students will be researching (independent)
and collecting information on their
Canadian
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [x] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Students will independently monitor and revise their plans to complete tasks and meet goals, use class time appropriately and
follow instructions with minimal supervision.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Biography
Famous
Canadian
Research
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.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson What Students do: Identify what the students are expected to think
description with enough detail that another about or do (in terms of learning processes).
teacher could replicate the lesson without a
personal discussion. Prompts and guiding
questions are required in each section.
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: _11:05___-___12:15___ (Indicate time breakdown of
instructional elements) 70 min
(15 min)
Possible Answers:
What are some important things we should
● Place and Date of Birth
include in our biographies?
● Profession - What are they famous for
● Interesting Facts
● Children
How do we search things on the internet? What
● Childhood etc.
are some appropriate sites to use?
The next lesson in this unit will be focused on researching the biographies, drafting, editing, revising etc.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students show
understanding of expectations?
2. How did my lesson transform
students from “passive listeners” to
“active participants”?
3. Was my behavior
management technique effective?
Why?
4. Were students able to
transition to the next activity
successfully?
5. How does the lesson provide
a meta-cognitive opportunity for
students to address their own learning?
Instructional Strategy
1. Was my motivational
technique (hook) effective? Why?
2. What will I do to improve
questions? Was a balance between
teacher and student talk evident?
3. How did the task provide a
Rich Performance opportunity or other
way of actively demonstrating
knowledge?
4. How did I provide modeling,
guided &/or independent practice?
5. Was my behavior
management technique effective?
Why?
6. Were students able to
transition to the next activity
successfully?
Professional Educator
1. What factors may have
influenced the success of this lesson?
Did I note and respond to these
elements appropriately?
2. How might I improve the
effectiveness of my teaching for my
next lesson?
3. What additional proactive
management step(s) should be
considered for subsequent lessons?
Why?
4. What did I learn from this
lesson about my own effectiveness as a
teacher (strengths and areas for future
improvement of communication,
planning, differentiation, implementation
and classroom organization,
management, assessment)?
5. How is my growth as a
professional being demonstrated?