Natalie Davis, OISE

Nov 2013
Lesson Plan Title: Peacemaker Intro (Peacemaker & Peacebreaker Unit. Inspired by No David!) (To be taught as a unit over an extended period)
Grade: 1
Subject: Social Studies & cross-curricular w/ Language Arts and The Arts
Overview, Expectations and Rationale
1. Big Ideas:
Determine which Big Idea(s) your lesson will support and list here
For Catholic Curriculum:
Inspired by: [Matthew 5:3:12] Blessed are the peacemakers, for they will be called children of God.
In this unit, students are challenged to ponder their understanding of what a peacemaker is? Help students make the connection between peace and
how they can be peacemakers in the world and in their communities
2. Ministry Expectations:
Include BOTH the Overall and the Specific Ministry expectations from the unit your fits into AND the expectations from Unit A which your lesson will
address. Include the Ministry Code numbers.
For Catholic Curriculum:
Specific Strand of Religious Education: Living in Communion
Pg.30-31. Focuses on our belonging to the Church as the Body of Christ: our involvement within community, our call to vocation and our sharing
in the mission of the church.
Mainstream Curriculum:
Social Studies: A2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship between events, people, and/or places in their
lives and their own roles, relationships, responsibilities, and identity/sense of self
A3.5 demonstrate an understanding that it is important to treat other people and the environment with respect
Literacy: use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes;
Art: D1. Creating and Presenting: apply the creative process (see pages 1922) to produce a variety of two- and
three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

3. Student Learning Goals:

State the Learning goals and objectives for this lesson. What do you want students to learn and do during this lesson? Use student friendly language.
By the end of this lesson you will know
By the end of this lesson you will better understand the meaning of peace as it relates to helping create a better world and environment around you.
You will expand your understanding of peace to consider the meaning of being a peacemaker and a peacebreaker
4. Prior Knowledge:
State or identify what prior knowledge that students are expected to have in order to be engaged in this lesson. Use the elementary Ministry documents
and/or earlier segments of topics/concepts/skill sets that may have been introduced previously in the course.
Familiarity with peace from previous lesson. General understanding of what is morally good and bad; right and wrong.
5. Rationale for Teaching and Learning Strategies:
List and explain EACH of your chosen teaching and learning strategies, and outline how these will meet the learning goals for the lesson.
For peacemaker discussion:
First, I will begin by recapping the meaning of peace. I will then ask students what they think a peacemaker is. I will chart this on chart paper. I will
then ask them what a peacebreaker is. Divide chart paper in half/ peacemaker/peacebreaker
For peacemaker (No David!) art activity: I will tell students that they will be creating their own David for our peacemakers wall which will be posted
for the entire school to see. The whole school will see our pledge of peacemaking
6. Assessment Strategies and Rationale
List the possible assessment strategies that will be incorporated into your lesson. Where would you include these, why will you incorporate these strategies
as designated and what student information will you gain from these assessments?
During minds on, I will assess student comprehension based on answers and participation; I will assess the accuracy and clarity of student
understanding based on participating during Minds on and Action discussions.
Key Vocabulary:
New or reiterated vocabulary attained through this lesson
Peace, Peacemaker, Responsibility, Caring, Friendship, pledge
7.
Summary Chart for Lesson
**Add rows in the appropriate part of the lesson plan**
Time

Teaching/Learning Strategies

Minds On (Elicit and Engage)

15
First, I will begin by recapping

What the teacher will do

*On rocking chair speaking to

What students will do

*Sitting on carpet listening and

Ready-to-use support materials,

supplies and equipment for the
lesson
*No David! David Shannon

Time

Teaching/Learning Strategies
the meaning of peace. I will
then ask students what they
think a peacemaker is. I will
chart this on chart paper. I will
then ask them what a
peacebreaker is. Divide chart
paper in half/ peacemaker
(words, actions, environmentnature)/peacebreaker (words,
actions, environment-nature).
Could explain by saying a
peacemaker is when your
actions help other people. The
help
make
the
school
community and the world a
better place. Peacbreaker is
when your actions and the
things you say make others feel
bad and hurt the world and the
environment.
Ideas:
peacemaker
(sharing
with
friends, caring for someone
whose sick, reading with a
friend; hugging your puppy;
giving food to a homeless
person, using kind words at
home and at school, choosing
peace not war, not wasting
water, not wasting food, not
littering, cleaning up after
yourself, making your bed in
the morning, doing your best
work, doing your homework on
time; studying for tests).
Peacebreaker: Not sharing your

What the teacher will do

students
*Notating on chart paper
*Reading to students

What students will do

participating
*Think Pair Share

Ready-to-use support materials,

supplies and equipment for the
lesson
*chart paper:
*2 pieces of Bristol board
*Peacemakers/Peacebreakers
languge cutouts
*images of No David; happy
face; sad face
*markers
*

Time

Teaching/Learning Strategies

What the teacher will do

What students will do

toys, littering, being mean to

animals; not studying; calling
people names, bullying people
For peacemaker (No David!)
art activity: I will tell students
that they will be creating their
own David for our peacemakers
wall which will be posted for the
entire school to see. The whole
school will see our pledge of
peacemaking

Action (Explore, Explain)

10
During peacemaker

discussion: have students

Think Pair Share about
ways that they can be
peacemakers. Then have
discussion about how they
can be peacebreakers.
During No David art
activity: students create
their own No David
peacemaker. Model how to
make No David character.
Tell students: The character
is you. You can have your
David wearing pants or
skirt, you can colour his
skin. Let students know.

*asking students questions about

peacemaking

*on carpet listening and

participating

*discussing no david art activity

*circulating class helping

*at desks completing dove

activity

Ready-to-use support materials,

supplies and equipment for the
lesson

Time

Teaching/Learning Strategies

What the teacher will do

What students will do

Ready-to-use support materials,

supplies and equipment for the
lesson

LAST STEPS: adding blue

stripes to body, adding red
accordion legs, adding hair
and googly eyes.
Consolidation (Elaborate, Evaluate, Extend)
10

*Circulating class assisting

where necessary

*at desks completing art activity

Next Steps
When all students are complete,
the images will be displayed on a
Peacemakers Peacebreakers
display outside classroom
Reflection (To be done after lesson)
Takeaways:
What went well?: I actually taught this unit during practicum. Students enjoyed reading No David! They related to the peacebreaking actions
that David participated in. Students also enjoyed creating their own NO David characters. The language used on the Bristol boards
(PeaceMakers) vs (PeaceBreakers) was also easy for students to understand.
What can I adjust?: I taught this unit in a 1.5 week period which I felt was definitely not enough time. However, due to the time constraints of
practicum, I had no choice. In future, I would introduce this unit at the beginning of the year and create multiple activities surrounding unit so
students fully understand the differences between PeaceMaking and PeaceBreaking. Moreover, giving this unit more time will ensure that
students are better able to understand the importance of living as PeaceMakers in their daily lives.
References (Sources used):
No David! Author: David Shannon. The Blue Sky Press. Scholastic. 1998