Lesson Plan

Teacher: Mr. Lucas Miller

Grade/Subject: Gr. 5 ELA/Social

Topic: Histories and Stories of

Ways of Life in Canada

Date: Tuesday
Duration: 45 min.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1. Soc. 5.2 Students will demonstrate an understanding of the people and the stories of Canada and their
ways of life over time, and appreciate the diversity of Canadas heritage.
2. ELA 5.3 Students will listen, speak, read, write, view and represent to manage ideas and information.
3. ELA 5.5 Students will listen, speak, read, write, view and represent to respect, support, and collaborate
with others.
Specific Learning Outcomes:
1. Soc. 5.2.1 Appreciate the complexity of identity in the Canadian context: recognize how an
understanding of Canadian history and the stories of its peoples contributes to their sense of identity.
(Acknowledge Aboriginal, Francophone, British, and other diverse groups).
2. ELA 5.3.3 Organize ideas and information to emphasize key points for the audience
3. ELA 5.3.4 Communicate ideas and information in a variety of oral, print, and media texts.
4. ELA 5.5.2 Contribute ideas to help solve problems, and listen and respond constructively.

LEARNING OBJECTIVES
Students will:
1. demonstrate collaboration and constructively respond to discussion.
2. use an outline to construct a script of a historical event to show the complexity of Canadian identities.

ASSESSMENTS
Observations:
Using the observation checklist, take note of
who is participating in discussion and
decision-making.

Key Questions:
Can you identify the different parts of the
script?
What is the relationship between the speakers
name and the line they say?
What is the function of the narrator?
How could you change the plot to make this
film quicker?
Can you elaborate on the reason you chose to
do (action)?
What information will you use to support the
view of this character?

Written/Performance Assessments:
Each group will share their script with the teacher to formatively assess and provide feedback.

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Peter Rabbit Script

MATERIALS AND EQUIPMENT

* YouTube, projector, iPads, whiteboard, markers
* Handouts, group folders with outlines returned

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:

Assessment of Prior
Knowledge:
Expectations for Learning
and Behaviour:

Have Peter Rabbit muted in the background.

(https://www.youtube.com/watch?v=aU-KjpqR71Y)
Ask students who this character is.
Ask if anyone has ever heard of or used a script before. Question when or
how it was used. If no one answers ask how characters on TV shows
know what to say.
Students work independently to identify features of a script.
o (Eg. How will we know who is speaking? What is a narrator?)
Students contribute productively to their group writing.
Use fidgets as learning tools, not toys.

Advance
Organizer/Agenda:
Transition to Body:

Individual handout
Class discussion
Writing a script off your book outline in groups
While students set up their desks and find pencils, this weeks classroom
leaders will handout a page of a Peter Rabbit script

Body (35 min.):

Learning Activity #1:
Students will have 5 minutes to analyze the
facets of a script independently.

Assessments/Differentiation:
Walk around and ask questions about the
script.
Target your typically disengaged students to
push them forward and build their confidence
with correct answers.
To help developing readers promote the use
of highlighters and reading aloud quietly to
hear themselves.
o Can you identify the different parts of
the script?
o What is the relationship between the
speakers name and the line they say?
o What is the function of the narrator?
Assessments/Differentiation:
Ask the students you were targeting in order
build their confidence in the material. Since
you told them their answers were correct or
guided them to a correct one they should not
feel nervous about giving a wrong answer.

Learning Activity #2:

Use nose-eye-ear touch game to bring the
students attention to whole class instruction.
Ask students what they found. (Speakers
name is centered, lines are on the left,
speaker is above the line.)
Learning Activity #3:
Have one person from each color group they
worked in last class (based on their
bookmarks) will come to collect their folder
while the others move their desks into groups
anywhere in the class that they choose.
Students can individually grab their iPad from
the cart and open up the link on their calendar
app.
This link will take them to a document that is
collaborative within their groups.
Groups will look over the feedback I have
provided on their outlines in the folder and
start to write a script based on their event.
Write these instructions on the board while
students are preparing:
1. Using your outline, on your doc write a script
depicting your historical event.
2. Must have at least 3 characters.
3. May only be 1 page, 12 font, 1.5 spaced
4. Ask questions for help

Assessments/Differentiation:
Use observation checklist to record positive
collaboration and constructive input.
o How could you change the plot to
make this film quicker?
o Can you elaborate on the reason you
chose to do (action)?
o What information will you use to
support the view of this character?

Sponge Activity:
When students finish have them move to Feedback from Students and then read the Daily 5 books. Groups that
say they are not finished by the end may work on this activity at home since it is online. Notify them it is due
online tomorrow morning.

Closure (5 min.):
Consolidation/Assessment
of Learning:

Students will receive teachers feedback on their scripts for the next lesson. I will
make sure the main event is being conveyed in the script so that when they film
their video it will be easy for a viewer to discern the historical event.

Feedback From Students:

Students will pass in a Ticket Out-of-Class containing one thing they learned in

Feedback To Students:
Transition To Next Lesson:

class and one question they still have after class. This feedback will shape future
Language Arts and Social Studies lessons based on the expected skills I did or
did not meet.
Let students know you appreciated their teamwork and abilities to cooperate. You
will look at their scripts and give them suggestions for edits for the next step in
their project.
Introduce the next step as transforming their scripts into a video. While you take in
their folders with their completed work from each group leader, students will return
desks to their semi-circle positions and settle for the next class.

Ticket Out-of-Class
One thing I learned in class today was
________________________________________________
________________________________________________
________________________________________________
One thing I still wonder about is
________________________________________________
________________________________________________
________________________________________________

Ticket Out-of-Class
One thing I learned in class today was
________________________________________________
________________________________________________
________________________________________________
One thing I still wonder about is
________________________________________________
________________________________________________
________________________________________________

Ticket Out-of-Class
One thing I learned in class today was
________________________________________________
________________________________________________
________________________________________________
One thing I still wonder about is
________________________________________________
________________________________________________
________________________________________________