Lesson Plan Template

Subject / Course: ELA TC Name: Shayla Alexander

Grade Level: 8 Date: 14 February 2017
Topic: Qualities of a Real-life Adventurer Time of Class:
Cooperating Teacher Name: Ms. Bear Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:

CR8.1 view, listen to, read, comprehend and respond to a variety of texts that address identity (e.g.,
Becoming Myself), social responsibility (e.g.,In Search of Justice), and efficacy (e.g., Building a Better
World).
CR8.2- Select and use appropriate strategies to construct meaning before (e.g., previewing and
anticipating message), during (e.g., making inferences based on text and prior knowledge), and after
(e.g., paraphrasing and summarizing) viewing, listening, and reading.
CC8.5 Create and present a variety of visual and multimedia presentations including an illustrated
report, a role play that ends with a tableau, a dramatization, presentation software, a newscast with
adequate detail, clarity, and organization to explain (e.g., an important concept), to persuade (e.g.,
an opinion on an issue, a mini-debate), and to entertain (e.g., a humourous incident).
CR8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations
including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and
contributing to group harmony).
CR 8.7 Read independently and demonstrate comprehension of a variety of information texts including
understanding the main ideas and supporting evidence, explaining connections between new ideas and
information and previous thoughts, and recognizing any biases or false reasoning.

b) Indicators:
CR 8.1

b) Demonstrate comprehension of a variety of visual, oral, print, and multimedia (including digital) texts by:

understanding the ideas: Clearly, completely, and accurately summarize and explain the ideas and implicit
and explicit messages (including setting, main characters, conflicts, events) in texts; cite details that support
the main ideas; make logical inferences; interpret obvious themes or authors message logically.

understanding, using, and analyzing the text structures and (language) features of texts to construct
meaning:Use key text features (e.g., headings, diagrams, paragraphs); recognize organizational patterns
(e.g., text structure) and structural cues within texts (e.g., transition words); recognize rhetorical techniques
and craft of texts (e.g., hyperbole, parallelism, colour, repetition); identify how texts were constructed,
shaped, and produced.

responding to and interpreting texts: Make, explain, and justify reactions and personal connections to texts;
give opinions and make judgements supported by reasons, explanations, and evidence; make judgements and
draw conclusions about ideas on the basis of evidence; make logical interpretations of the authors message;
make and support inferences about characters feelings, motivations, and point of view; organize response
and interpretation around several clear ideas or premises.

c) Explain the motivation of the characters in literary texts, providing evidence from each text.
CR8.2
a. Before:
o tap, activate, and build prior knowledge (e.g., review what is known and has
been learned about subject of text; identify what needs to be learned from
text to fill in gaps)
o ask questions (e.g., survey text and ask questions about it; form implicit
questions and search for answers in text)

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 opreview text (e.g., look briefly at each section and page of a text, paying
attention to the headings, illustrations, boldface type, and organizational
structure; read the first and last paragraphs of a print text)
o anticipate message and authors/presenters intent (e.g., consider the
authors/presenters possible intention given a brief biographical sketch about
his or her background and causes)
o predict what text will be about (e.g., review an outline of the main ideas in a
text and predict what information or stance will be used to support these main
ideas)
o Set purpose (e.g., discuss and set a purpose with peers).
b. During:
o connect and construct meaning (e.g., make connections to self, other texts,
and to the world to help with making predictions, visualizing, and drawing
conclusions)
o note key ideas and what supports them (e.g., stop at the end of each page,
section, or chapter to answer the who, what, when, where, why, and how
questions; note how examples, illustrations, and visual aids support or take
away from key message)
o construct mental images (e.g., imagine what a character might be seeing,
hearing, smelling, tasting, or feeling in a particular place and time)
CR8.5
a. Demonstrate the behaviours of an effective and active listener including adapting listening and focus to
purpose and situation, keeping an open mind and considering ideas that differ from own, determining the
congruency between the speakers verbal and non-verbal cues, determining whether fact or opinion is
being expressed, interacting appropriately with speaker, and seeking clarification when meaning is not
clear.
CR8.6 Use various forms of note making (e.g., lists, summaries, observations, descriptions)
appropriate to purpose and situation.

CR8.7

a. Demonstrate the behaviours of an effective and active reader including previewing text, anticipating
authors message, reading with purpose in mind, recognizing main ideas and relevant details for purpose,
making jot notes to assist recall, considering authors reasoning for creating text, analyzing and
evaluating ideas and craft as one reads, and recognizing underlying biases, stereotypes, or prejudices in
text.

b. Demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry,
and other oral, print, and electronic media.

d) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning
that happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing
skills etc.)
Developing Thinking students will learn how to think critically about information in sources and how to
choose information that is important. Students will learn how to ask questions of their sources and
consider what drives people to make certain decisions. Students will learn about the things that drive
individuals to adventure while also reflecting and discussing with partners and in group discussion the
things that motivate (or demotivate) them from living life with adventure. Thinking about these
adventurers, who are close in age to these students, students will have an opportunity to consider their
own lives and if they think they are adventurers or not.
Developing Literacies- students will use literacy strategies to understand articles about adventure such
as, pre-reading, comprehending, and responding to what they read. Students will share their skills
individually, in a small group and in large group discussions as they share information they learn with the
class.

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 e) Professional Growth Portfolio Goal(s):
3.2 - Demonstrates the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support their growth as
social, intellectual, physical and spiritual beings- I will accomplish this goal by using different teaching
strategies in this lesson such as a read aloud modeling my thinking for students, and a jigsaw activity,
and class construction and collaboration.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Classroom discussion about the qualities of a real-life adventurer. Classroom wide brainstorm activity.

Formative assessment: Questioning the students- What is one thing that you would most likey do if only you had
enough courage or could overcome your frears? What makes someone an adventurer? Why do you think people
seek out adventures? What makes for a good adventure?

Summative assessment for this lesson Students notes on each adventurer, and observations of information in short
presentation by each group about their adventurer.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies
(e.g., include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how
you will differentiate learning for each student and/or type of need N.B. use initials of students rather than full
names)

Preassessment: Accommodation/Modification:
Students need to be doing a lot of interactive work
Some students in the class have very short so that they are not sitting with nothing to do. They
attention spans and can be quite distracted need to be reminded to stay on task

Students of multiple backgrounds Provide a diverse example of adventurers, and

experiences

It will be in the morning; some students may not
have eaten or may still be tired.
By showing a video trailer and telling them that a
friend of mines husband made the project they are
about to see and relating adventure to my own life
hopefully they might become more interested.
Encourage participation from everyone.

Students might be unclear about how to document Provide students with example questions that
what they learn about their adventurers from their outline what they are looking for.
articles Give further explanation to their questions.

Students with EAL might struggle with reading Encourage students to help each other find
individually and gaining understanding meaning of the text by talking about the article with
their peers.

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 b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout
of the classroom on a separate sheet and reference it with modifications if lesson changes)

The desks are set up in pods which will be helpful for when students meet in groups to read their articles
and for the jigsaw activity.

Teacher will stand at the front of the class at the white board for most of the lesson, except for when
students will be in their jigsaw groups. When in groups I will walk through out each group and listen to
their conversations. Students will stay in the classroom for the activity.

Audio-visual equipment is close to where the teacher is located and is easily accessible for use.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

https://www.youtube.com/user/LeftCoastVisuals -Slacklife trailer

PowerPoint about adventurers

Out of This World by Andrew Philips and Sarah Green (Crossroads 8) (pg. 138)
Conversation with Eric Larsen: Boulders Polar Explorer- by Avery Stonich (5)
Bangladeshi Climber Shares Her Spiritual Journey for the Women of Her Country by Mary Anne Potts
(5)
Jessica Watson, 16, Youngs Person to Sail Around the World Solo- by Carlo Alcos (5)
Ed Stafford walks two years in the Amazon jungle- by Ed Stafford (5)

If time Jessica Watsons Ted talk - https://www.youtube.com/watch?v=0XT1UZHod-Q

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)
Have students view Left Coast Visuals trailer for Slack Life project
https://www.youtube.com/user/LeftCoastVisuals students will respond to the trailer by brainstorming what
makes someone an adventurer
Then we will discuss questions
What is one thing that you would most like to do if only you had enough courage or could overcome your
fears?

Then students will respond to some prompts on ppt. Each persons urge for adventure surpasessed his or
her fears, what feats did each adventurer attempt to perform? What skills did each person need and what
fears did they over come?

Next, as a class we will read Out of this World and I will model a Think Aloud to model strategies
students need to makes sense of non-fiction. Where we will make a chart that they will use independently.
Chart Selection title, type of adventure, Character(s) and words, Phrases, Actions that make the
Character(s) Adventurer(s)

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After that students, will read their articles. When they are finished, they will break off into small jigsaw
groups and teach their peers about the adventurer they read about and took notes on using the same
chart. Students will make notes about other adventurers in the group.

When Jigsaw groups are finished, students will have a bit of time to come up with a small group
presentation where each expert group will present the adventurer they talked about to the class.

If there is time students will watch a Ted talk by Jessica Watson.

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on
activity, a hook or something that will pull learners into lesson)

As a hook for the lesson I will show students the trailer for Slack Life
https://www.youtube.com/user/LeftCoastVisuals

Then as a class we will brainstorm what makes someone an Adventurer on the board.

c) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as
10:00 10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied
such as an activity, problems to solve, worksheets etc.).

7 mins - Subject: ELA 8

Questioning/ brainstorming with class 5 mins
Q: what are some qualities that make someone an adventurer?
Q: what are characteristics that adventurers have?

10 mins - Demonstration
Think Aloud modelling for students Teacher reads a section of the adventure article in crossroads and
demonstrates for the students her thinking, making connections, inferences and asking questions as they
arrive. Some examples might be:
Q: Looking at the title and the pictures, what do you think this is going to be about?
Q: What kinds of questions do you have about the piece so far? What are you anticipating they
will talk about?
Q: what sentences or phrases stand out to you?
Q: What/ who is this about?
Q: how does what we read fit into the chart?

~25 mins- After demonstration of how to read through articles students will have a chance to practice
these skills for themselves. Then they will be split into jigsaw groups and will teach their classmates about
their adventurer. Other students will take notes and add the information into their charts. 30 mins
We will summarize what we learned and I will ask closing questions-
Q: what did we learn about adventurers today?
Q: Did anything stand out to you from what you learned from the adventurers they read about.
Q: why do you think this is important? Is it important to learn about this?
Q: what holds you back from being an adventurer? / explorer?
Q: what did you like about the lesson?
Q: what could have been done better?

Students will return to their seats, if time we will watch tedtalk.

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d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

I will ask students what they learned about real-life adventures during the lesson. I will ask them if
anything stood out to them about what they learned from the adventurers they read about.
I will ask students why/ if they think learning about real-life adventurers is important to learn
about. I will ask the students what they thought of the lesson and ask for any feedback on what
they liked/did not like.

If time, students will watch some of the tedtalk by one of the adventurers they read about.

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time
management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

Students were not easily I think that part of the stand

Classroom discussions engaged this morning. When I offishness of the class might be
encouraged them to talk with attributed to the fact that perhaps

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Jigsaw group/ Power point
Closing of the lesson
b)
c) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did
that were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do
well? This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think
their desk partners the room was
absolute silence. At the
beginning of the lesson getting
students to brainstorm about
adventurers was difficult and it
took a lot of prompting.
These aspects did not work in
the lesson because for the jigsaw
groups, we didnt have enough
time to get to the jigsaw, or finish
the articles. And the software did
not meet up for the power point,
so we were unable to view it.
We ran out of time and I was not
able to ask for student feedback
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the students dont know me yet.
They maybe didnt feel
comfortable talking with me or
giving answers. In the future I
will make sure that we have a
good basis of a relationship. I
also think I need to consider
more creative ways to engage
students first thing in the
morning. That might include
having them do a think pair
share, with a more direct/
focused question rather than a
broad question. It might include
having students write
characteristics on a sticky note
and then having them bring them
up to the board.
I need to consider the time that it
takes students to read articles
more accurately, and just use
time better. For my modelling
portion, I could have chosen a
shorter text to display to them
that may have cut back on time.
In terms of the software, I need
to always double check before
lesson time that things are
working and always be thinking
of a back-up plan. Luckily we
had talked about what I was
intending to put on the slide
show so that part did not
completely go to waste.
I need to be more aware of how
long things tend to take in the
classroom and think of other
strategies for feedback. Some of
the other strategies would be to
have students take the time to
write one thing they liked about
the lesson, and one thing they
didnt like about the lesson.
Mostly here I feel like it is about
organizing the class and being
prepared for things like
announcements and O Canada
to put a stop to teaching.
 about examples of what you said, did, reacted to, felt as examples of your three elements.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.
What was effective /
ineffective about you as a
teacher?
Explained how to gain
understanding in texts by
modelling a think aloud
The hook video was effective
I feel that I picked good articles
that were relevant for students
and interesting.
How do you know?
My modelling included student
involvement. I would talk about
my thinking and then pause to
have students fill in the blanks
and they were successful in that.
Together we could fill out the
chart with the appropriate
information. Not only that, but
students were able to replicate
that in their own articles and
tables when doing the work
independently.
Students responded a lot when I
asked them if they liked the
video/ what they thought of it
they responded with wanting to
watch another video and they
said that they liked it. Out of the
video we were able to talk about
what some of the characteristics
of an adventurer was so to me
that showed they liked it. They
also were engaged with the
video, no one was fooling
around/ playing on their phones.
When I passed them out the
students got right to work
reading quietly. If they were
articles that had not been
interesting or relevant to their
lives they would have fooled
around more most likely.
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Next steps for improvement?
Give more time for student
practice. Even though they were
able to get a few of the questions
finished they were not able to
complete the task. By giving
them more time for student
practice they would be able to
refine their skills.
Continue to choose elements
that will grasp students attention
and practice building off those
hooks rather than switching
gears into something else. I need
to practice keeping up the
momentum. I think that might
look like including the students in
something else that gets them
moving or invested in the activity
Continue to pick interesting
literature for students but also
giving them enough time and
also picking shorter articles for
the time that we have in the
classroom. I also need to be
more aware of reading level in
the classroom in choosing
articles for students who might
need a bit of differentiation.