Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

At home in Tunisia

Date

Nov 5, 2014

Subject/Gra
de Level

Grade 3 (2/3)

Time
Duratio
n

30 min

Teacher

Taylor Gouw

Unit

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will demonstrate an understanding and appreciation of how geographic,

social, cultural and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
Examine the social, cultural and linguistic characteristics that affect quality of life in
communities in other parts of the world by exploring and reflecting upon the following
questions for inquiry.

LEARNING OBJECTIVES
Students will:
1. Recognize how daily life reflects quality of life in Tunisia.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

I will observe student participation, see if they are engaging in material as

I am presenting it. Do they understand directions as I am providing them?
Do we recall were Tunisia is on our maps? Where is it compared
to Peru? (hemispheres?)
Does anyone have any connections in Tunisia? Know someone
who lives there? Has been there?
What are your family roles? Are you a sibling? Son/daughter? Etc.
How are these roles important to you?
How do the people in your family contribute to your quality of
life?
What elements of Ahmeds life contribute to his quality of life?
Completed worksheet

LEARNING RESOURCES CONSULTED

Many Voices Teacher Resource 3 (12-13)
Many Voices: Connecting the World, textbook (1215)
Learnalberta.ca Program of Studies

MATERIALS AND EQUIPMENT

Textbooks
Notebook presentation
Worksheet

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Will prepare all materials needed for the students. Get students set
up in their desks and ready for the lesson.
Introduction
Time
I will remind students that we have previously been learning
about Peru. Now we will begin to learn about Tunisia. Show first
picture on Notebook, ask if anyone recognizes the character?
(Luke Skywalker from Star Wars) His home planet was filmed in
2 min
Tunisia! So we will now learn about what life is really like in
Tunisia (not Tatooine).
I will students to raise their hands if they can remember where
Tunisia is on the map. Add photo of map.

1 min

*make sure eyes are on me larger presence in the room.

Quiet the room.

Adapted from a template created by Dr. K. Roscoe

Transition to Body

Learning Activity
#1

Lesson Plan Template ED 3501 (Version C)

I will pass out worksheets and textbooks (if available to each
pairing). Have students write their name and date on the top.
*watch pairings.
Body
With our elbow partners we will look at the textbook starting on
page 12 ( 15). I will address the photograph on page 12,
reading the description. Students will each share 2 things they
see from the photo that tells them something about Tunisia with
their elbow partner. Groups will indicate they have completed
this by silently raising two fingers. Again on page 13. Page 14,
one thing about the top photo (the city) and one thing about
the bottom three photos after I have read description. Page 15
the same (one from top, one from bottom). *worked but had to
be reminded throughout lessons

Assessments/
Differentiation:

Observational: I will observe students working with their elbow

partners with the textbook, identifying 2 things they notice
from the pictures.
I will recognize when students have completed this task by
seeing them raise two fingers in the air. *make sure students
are engaged throughout while I am speaking, before
reengaging in partner discussion.
If any groups are struggling to complete this in a timely manner
when we get to pages 14 and 15 we will only address the
bottom two photos.

Learning Activity
#2

Textbook page 12. At home in Tunisia. We will be introduced to

Ahmed. I will read the first pages of the text aloud having
students follow along. Then we will go through the first section
of our worksheet. Based on what we have learned about Ahmed
what is the same/different between his life in Tunisia, and our
lives here in Canada? We will identify same by giving two
thumbs up, different will be two thumbs down. (Rather than
yelling the answer.) Will be indicated by writing same/different
in the line provided. I will complete the worksheet on the
Smartboard at the same time. Verbally will ask for the
how/why we are the same/different here in Canada?

Learned the sign

language for same
and different which
was much better.

Assessments/
Differentiation

Observation: I will observe students are being engaged in the

lesson, actively participating (seeing everyone doing thumbs
up/down), listening to the reading of the text.
Performance: filling out their worksheet with either same or
different
Students may wish to write s to indicate same, and d to
indicate different.

Learning Activity
#3

We will pick out particular sections of the text and begin to

discuss (by filling out chart) how they impact Ahmeds quality
of life.
Housing - the structure of the house (allowing them to
cool off in the summer), who lives in the house
Relationships aunts and uncles that come to visit,
neighbors who come and say hello, playing football and
games with his friends
Education learning languages Arabic, French, math,
history and geography, close to home, starts school
when he is six

Adapted from a template created by Dr. K. Roscoe

Time

5 min
*took
longer

10 min

12
min/remai
nder of
class

Lesson Plan Template ED 3501 (Version C)

Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities
Reflections from the
lesson

Lifestyle (city) long lunch breaks, transportation,

language
Farming What kind of crops does his grandfather grow
that we also grow in Alberta?
What are camels used for?

Engagement I will observe what kind of responses the

students are supplying to assess their understanding of what
we have so far learned about Tunisia. I can use this as a
guideline to determine if certain topics need to be reiterated
tomorrow. I will have to be conscious of participation to assess
level of understanding across the class.
We can re-read, as a class, sections of the textbook as needed.
Closure
With the activities from throughout the lesson being completed
I will use the last activity to assess where the class is standing
coming the end of the lesson, and from there determine the
path we will take the next day.

Have students put away worksheets and return textbooks.

Remind students that tomorrow we will fill in our flipbooks, so
keep in mind what we have learned about quality of life in
Tunisia, and to be thinking about what they would like to add.
*make sure to utilize a better closure for tomorrow,

Time

1 min

Can begin looking through pictures at the end of the notebook presentation.
* keep an eye on time.

So I think the biggest thing I will address for nest class in making sure class
chatter is down. Making sure that students are listening to what it is I am
sharing/instructing with eyes on me. I will work to be more comfortable in
the class and willing to walk around the room. Work on movement to keep
students engaged in what I am saying.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe