Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade/Course:

Grade 3 and 4 ELA

Unit:

Seven Teachings- Respect

Length of Lesson:

1 Hour (12:50-1:50 PM)

Stage 1 Desired Results

1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):

GO1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
-1.1.1. Express Ideas. Describe personal observations, experiences, predictions and feelings.
-1.1.2. Consider Others' Ideas. Consider others' ideas and observations to discover and explore
personal understanding.
GO3: Students will listen, speak, read, write, view and represent to manage ideas and information.
-3.1.3. Contribute to Group Inquiry. Contribute knowledge of a topic in group discussion to help
determine information needs.
-3.3.2. Record Information. Record information using a variety of strategies (such as webbing).
GO5: Students will listen, speak, read, write, view and represent to celebrate and build community.
-5.1.2. Related Texts to Culture. Discuss ideas within stories from oral, literary and media texts from
various communities.
-5.2.3. Use language to Show Respect. Show consideration for those whose ideas, abilities and
language are different from our own.
2. Essential Questions: The key questions we will answer are
What does it mean to be respectful?
Why do we need to respect our environment and those around us?
How can we show respect for people, places and things?
3.

Students will know. . .

How to work cooperatively in pairs.

Strategies for recording information - specifically webbing.
General information about the first teaching (respect).
How to listen attentively, responsibly and safely.

4. Students will be able to. . .

Understand how respect is reflected in the Aboriginal culture.
Give meaning to the word Respect.
Describe how and why they respect certain people, places and things.
Understand the value of sharing circles and what they represent.

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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Please indicate the purpose of your strategy by using Assessment Assessment Assessmen
For
Of
t As
a check mark under the appropriate category.
(Formative)
(Summative
)

Strategy (Performance Task, Observation Checklist, Interview,

etc.):

Journal:
Students will write a reflective journal entry focusing on
two out of the three categories; people, places or things
they respect. Students will indicate why they respect
chosen people, places or things as well as how they show
respect. Information will be generated using a web that
students can draw from to write their journal entry.

Criteria (Please list i.e. Rubric, Achievement Indicators from

Curriculum, Student or Teacher Generated):

Criteria for Journal:

1. Retains a solid idea of what respect means.
2. Describes two strong examples of people, places or
things they have respect for.
3. Details why they have respect for each person, place or
thing they choose.
4. Details how they show respect for each person, place
or thing they choose.
5. Use of proper punctuation including periods and capital
letters.

Reflection Did these assessment strategies allow you to address the outcomes for
this lesson? Did the students learning meet your objectives?

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Stage 3 Learning Plan

Instructional Strategies For This Lesson
Consider learning styles, multiple intelligences, learner abilities and student interests.
1.

Activating

1. Have the class gather as a group at the

carpet. Discuss as a class what we have
learned so far about respect.
2. Questions to ask:
How many teachings are there in
total?
What is the first teaching we are
learning about?
What animal is associated with
respect?
3. Discuss the Earl Oxford school motto:
3 B's: Be Responsible, Be Respectful, Be
Safe
-What does be respectful mean?
4. Recall in a short discussion the Spirit of
Humanity video we watched as a class.
-Specifically David Bouchard and the Power
of Story. Explain I will be using the Power of
Story to help students understand the
meaning of respect.

2. Acquiring
1. Read the story "Brother Eagle, Sister Sky" at
the carpet with the students.
2. Have the students form a Talking Circle.
Explain that Talking Circles are commonly used in
the Aboriginal culture and all circle participants'
views and opinions must be respected and
listened to.
3. Discuss as a class some of the story details
within the Talking Circle. Specifically, how every
creature and part of the Earth is sacred and
respected by Aboriginal people. Share examples.
4. Create a Respect web detailing people,
places, and things we respect. Start as one big
group, listing several examples. I will model one
on chart paper.
5. Give each student their own Respect web. In
pairs, have the students discuss and list more
possibilities for people, places and things they
respect. They will each use a clipboard to do this.
I will give them eight minutes on the SMART
Board timer to do so.
6. Gather on the carpet again as one big group
and share our ideas. We will add to the class web
together.

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3. Applying
1. Review a pre-made example of a person
I respect. Share why I respect that person
as well as how I show my respect. This will
be done at the carpet on chart paper before
sending the students to their desks to do
their own.
2. Have each student write a reflective
journal entry about two people, places or
things they respect and why. Students will
also write about how they show respect to
the person, place or thing of their choice.
The students can use examples from the
Respect web we created earlier or come
up with new ideas.
3. Once the journal entries are completed
have the students each write bucket fillers
about their partner (partner used for the
Respect web activity). Write something
they respect about their partner and put it
into their cup.

4. What about students who require

adaptation to the lesson?
EAL Student:
1. Make sure the student is paired with another
student that can translate instructions from
English to Chinese when clarification is needed.
2. Have the student replicate my example from
the chart paper.
3. Together we will read each word to assist the
student in understanding each word of the
example.
4. Have the student draw a picture of a person,
place or thing they respect. The student can write
a brief description about their picture in Chinese,
which we will later translate into English.

Resources/Technology:
Book, "Brother Eagle, Sister Sky" ISBN 0-8037-0969-2
SMART Board and online clock timer
Source: Kindergarten to Grade 8 ELA Curriculum Documents
Adapted by: Brittany DesRoches

Learning Materials Required:

Respect web handout
Pencils
Journals
Clipboards
Bucket filler sheets

Cross-Curricular Integration:
Science: Study the animals associated with the seven teachings. (Buffalo for respect)
S.S: Study the areas where the Aboriginal tribes originally existed (Sioux, Iroquois etc.)
History: Study the history of the Europeans coming to North America and what that meant for
the Aboriginal people. Also the Indian Wars.
Math: Use the animals associated with the seven teachings in word problems.

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