Category Archives: Lesson Plans

Adages

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LESSON PLAN

 

Title: Adages Subject: Literacy Grade: Six

Desired Results
Lesson Description

This lesson will introduce the concept of Adages.
Ontario Curricular Overall Expectations

Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
Ontario Curricular Specific Expectations

Reading

-       Read a wide variety of texts from diverse cultures, including literary texts, graphic texts and informational texts.

-       Demonstrate understanding of increasingly complex texts by summarizing      and explaining important ideas and citing relevant supporting details.

-       Develop interpretations about texts using stated and implied ideas to support their interpretations
Lesson Goals

By the end of this lesson students will be expected to be able to not only explain what an adage is, but also be able to give examples.
Success Criteria

Students can explain what and adage is and also give a number of examples of popular adages.
Assessment
Assessment Mode: Write: Students will fill in the blanks on the adages worksheet Say: Students will work together to fill in the blanks on the Prezi.

Assessment Strategy: Ensure the students both fill in the blanks verbally as well as have them written down on their worksheet.

Assessment Tool: Anecdotal
Materials
-       Adages worksheet

-       Adages Prezi file
Lesson Format : What Teachers Do/Say  
Motivational Hook: (engagement/introduction/minds on)

What Teacher Will Do: Use Prezi to demonstrate various adages and work together with students to fill in the blanks in the sayings.  These adages will be very familiar to most if not all of the students.

What The Students Will Do: Follow along with teacher and Prezi to learn about adages and fill in the blanks of the most popular adages.
During: (working on it/action/hands on)

What Teacher Will Do: Instruct the students to fill in the worksheet provided with the same blank spaces that were on the Prezi.

What The Students Will Do: Fill in the blanks on the worksheet provided.
After: (consolidation/reflect/connect) 

What Teacher Will Do: Ask the students if they can think of any other adages they have heard or that they use all the time.  Write any additional adages on a piece of chart paper.

What The Students Will Do: Think of any additional adages that they know or would have heard in the past and share them with the class so they can be written down on a blank sheet of chart paper.
Extension Activities/Next Steps
What Teacher Will Do: Add adages to the chart paper as the year progresses. Also instruct the students to write them on their adages worksheet which should be placed in their Literacy duo-tang.

What The Students Will Do: As students think of additional adages, ask the teacher to add them to the chart paper list of adages.  Also write the adage down on their adage worksheet which is in their Literacy duo-tang.
Special Education Notes:  Differentiated Instruction considerations/accommodations/ assessment
This lesson accommodates visual (Prezi) oral (speaking during lesson) and hands-on (filling in the blanks) learners.
Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music, PE&H,  (circle)
This lesson has CC links to writing by requiring them to predict text as well as fill in blanks.
 

Electronic Dance Music

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LESSON PLAN

 

Title: Electronic Dance Music Subject: Music Grade: Six

Desired Results
Lesson Description

This lesson will introduce electronic dance music (EDM) to students.  The lesson will cover history, key instruments and musicians, and moments in time throughout the evolution of the genre.
Ontario Curricular Overall Expectations

C3 Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.
Ontario Curricular Specific Expectations

C3.2 compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period.
Lesson Goals

The goal of this lesson is to discuss the history and style of EDM.  Students will learn about major influences in the genre and how the genre evolved as technology has evolved.
Success Criteria

By the end of this lesson students will be expected to:

-       Explain that EDM has its roots as far back as the 1980’s and exploded with the invention of the synthesizer.

-       Name at least one influential electronic dance musician and its era (i.e. Skrillex – current)

-       Explain that EDM is heavily reliant on by bass and drum beats
Assessment
Assessment Mode:

Assessment Strategy:

Assessment Tool:

Materials
-       Electronic dance music Prezi file
Lesson Format : What Teachers Do/Say  
Motivational Hook: (engagement/introduction/minds on)

What Teacher Will Do: Engage in a discussion about what students already know about EDM.  Probe the knowledge level to determine if they understand any of the history, any older groups or artists, and if they know any current artists.  If there are students who enjoy EDM, engage those students to help the class learn more.  Ask students to discuss with elbow-partners anything they can think of related to EDM (instruments, artists, style, etc.)  Bring the class back to engage in discussion as a class.

What The Students Will Do: Discuss the history and progression of EDM.  Discuss personal likes/dislikes in terms of music and engage teacher in discussion if they enjoy EDM.  Discuss EDM with an elbow partner and bring to the class anything they can say about EDM.
During: (working on it/action/hands on)

What Teacher Will Do: Progress through Prezi presentation about EDM explaining early influence with the invention of the synthesizer.  Make note of the addition of heavy bass and drums influence in the early 90’s and the progression to deep, modulating bass with the creation of Dubstep.  Play the music videos to reinforce what is being said.  Make important note of the last 2 music selections – a “sample” which is when a song is “remixed” with EDM layed over it and also the “A Tribe Called Red” selection, which is a First Nations EDM group.

What The Students Will Do: Enjoy the Prezi presentation and accompanying music selections to reinforce learning about the history of EDM and how it progresses from strictly synth-pop to a heavy drum-bass influence to a deep modulating bass influence.
After: (consolidation/reflect/connect) 

What Teacher Will Do: If there is time, engage in a follow up discussion based on the earlier discussion comparing what they knew before to what they know now.  See if the students can point out the moments where the style changes and also see if they recognize the similarities between the historical moments of EDM.  Draw the students towards a conclusion of technology being a key driver of the evolution of EDM.

What The Students Will Do: Engage teacher in a discussion to confirm understanding of EDM and its evolution.  Draw ties between the eras and conclude that the music has changed as technology has changed.
Extension Activities/Next Steps
What Teacher Will Do: In a follow up lesson the students can be given the opportunity to use computers or real instruments to create their own EDM song drawing on the influence of this lesson and prior learning about beat and tempo from earlier grades.
Special Education Notes:  Differentiated Instruction considerations/accommodations/ assessment
This lesson accommodates many learners with both visual and auditory delivery.  Follow up lessons will provide the hands on aspect by giving the student the opportunity to create their own EDM song.
Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music, PE&H,  (circle)
This lesson would also have application in Media Literacy through its ties to a social medium in which they would need to understand the history, context and influence.
 

Video Gaming Balance / Addiction

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LESSON PLAN

 

Title: Video Game Addiction & Gaming Balance Subject: H&PE Grade: Six

Desired Results
Lesson Description

This lesson engages the students in a discussion about video games, their benefits and more importantly the dangers of becoming addicted to playing games.
Ontario Curricular Overall Expectations

C1. Demonstrate an understanding of factors that contribute to healthy development.

C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being.
Ontario Curricular Specific Expectations

C1.1 Describe the range of effects associated with using cannabis and other illicit drugs and intoxicating substances (the document does not mention gaming addiction but most lessons refer to this spec. expectation when teaching gaming addiction)

C2.1 Apply their knowledge of medical, emotional, practical, and societal factors that influence eating habits and food choices to develop personal guidelines for healthier eating.
Lesson Goals

The goal of this lesson is to encourage balance in students game playing by discussing the negative factors involved in becoming addicted to video game playing.
Success Criteria

By the end of this lesson the students will be able to:

  • Identify the positive effects of playing video games in moderation
  • Identify the negative effects of becoming addicted to video games
  • Establish a set of guidelines for an effective life – gaming balance.
Assessment
Assessment Mode: Say: The students will engage in a discussion about gaming; its benefits, negative effects due to addiction and about rules in order to establish a good life – gaming balance.

Assessment Strategy: Students will engage in discussion that establishes sufficient understanding of the subject.

Assessment Tool: Anecdotal
Materials
  • Prezi lesson file
Lesson Format : What Teachers Do/Say  
Motivational Hook: (engagement/introduction/minds on)

What Teacher Will Do: Engage the students in a discussion about video games: what games they like, what games I like (I play games too!)  Question the students about how much time they spend per week studying/doing homework and how much time a week they spend playing video games.

What The Students Will Do: Engage in a discussion with both the teacher and other students about gaming: how much they play and what they play.
During: (working on it/action/hands on)

What Teacher Will Do: Discuss the positive effects that gaming has including promoting leadership and problem solving skills. Play the video that speaks to the higher order skills and traits that accompany high skilled gamers.  Discuss the negative effects of becoming addicted to video games and in particular key in on the side effects and engage in a discussion about their meaning and significance.  Tie the two together by discussing that high-level gamers are able to maintain a very strict life – gaming balance, they don’t just play games 24 hours per day.

What The Students Will Do: Engage in discussion, both with the teacher and with each other about gaming, its positive and negative effects and learn about the specific negative side effects of gaming addiction.
After: (consolidation/reflect/connect) 

What Teacher Will Do: Provide the students a list of basic guidelines to follow in order to have a balance between their game time and healthy living.  Encourage the students to develop a list of additional balanced gaming rules to add to the few provided.

What The Students Will Do: Discuss the provided balanced living tips to manage gaming and life.  Engage the class and teacher in a discussion to establish other rules/guidelines that would be helpful in establishing a good life – gaming balance.
Extension Activities/Next Steps
What Teacher Will Do: Add the additional, student provided, guidelines to the presentation for use at a later date.

What The Students Will Do: Apply the guidelines to establish a life – gaming balance.
Special Education Notes:  Differentiated Instruction considerations/accommodations/ assessment
This lesson is visual and oral/auditory and can accommodate many learning styles.  There is no written portion for this assignment so no accommodations would need to be made for Literacy IEP students.
Cross Curricular Links: Oral, reading, Writing, Media, Social Studies, Science, Math, Visual Arts, Drama, Music, PE&H,  (circle)
This lesson has strong ties to Media Literacy as it relates to understanding and filtering online content in a safe and healthy way.

5 Day Shared Reading Unit Plan – Hairy Maclary from Donaldson’s Dairy

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5 Day Shared Reading Unit Plan – Hairy Maclary from Donaldson’s Dairy

Lesson Description: This 5-day shared reading unit plan uses the story “Hairy Maclary from Donaldson’s Dairy”. By the end of this unit, students will be able to explain that words in CAPS or boldmay be spoken in a different tone of voice and that tone applies different meaning and effect to the word(s) being read.  Students will also be able to identify rhyming words and be able to use rhyming as a cue to identifying the correct word in a sentence.  By the conclusion of the unit, students will be able to read this story 100%, without teacher assistance or intervention.  Additionally, students will be able to re-tell the story and dramatize it effectively.

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Kindergarten Math Lesson Plan – The Napping House

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Lesson Description

In this Kindergarten lesson plan, the students will learn or reinforce the number sense concepts of addition and subtraction using the book “The Napping House” by Audrey Wood and Don Wood by counting the number of people / animals / creatures (characters) on the bed increasing in the first half of the story and subsequently decreasing in the second half.  Shared reading, video and smart tools will all be used in this lesson to increase student interactivity and engagement. Continue reading →