Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: Feb 28th
Topic: Identity Time of Class:
Cooperating Teacher Name: Mr. Johnston Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
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.

b) Indicators:
CR8.2 a. Before:
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)
ask questions (e.g., survey text and ask questions about it; form implicit questions and search for
answers in text)
preview 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)
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)
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)
Set purpose (e.g., discuss and set a purpose with peers).

c) 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 Identity and Interdependence in this lesson students will gain an understanding of their
personal identity through the activities in the lesson.
Developing Thinking students will develop thinking still as they reflect and understand their what makes
them who they are and how the external context they find themselves in shapes their identity.

d) Professional Growth Portfolio Goal(s):

3.1 Demonstrates the ability to utilize meaningful, equitable and holistic approaches to
assessment and evaluation I will accomplish this by - Clearly outlining essential
understanding of the lesson so that the students had a roadmap of what they would need to
know by the end of the lesson/unit
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education; - accomplish this in the lesson as it is
aligned with the Saskatchewan curriculum, broad areas of learning and cross curricular
competencies.

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 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.)

Conferencing with students while they discuss/ brainstorming what they know about individuality, cliques, and
gangs based on their prior knowledge.
o What does individuality mean?
o What does clique mean?
o How are the two different?
o What is a gang?
o What are gangs typically known for?
o How are cliques and gangs different?
Sketch of Self Students will outline their own identity and develop a sense of who they are by answering
questions on a cue card about themselves.
o Name:
o Personality:
o Family History:
o Where did you grow up?
o Hobbies:
o What motivates you?
o What are your friends like?
Exit slip: In your own words define identity. What is the difference between individuality and belonging to a
clique or gang identity? Give an example for each. Hand in when finished

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:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from - Give students roles
more affluent experiences
Attention issues/ disruption/ negative attitude
towards activities

b) Learning Environment:

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 (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 classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well.

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.)

Powerpoint
Cue cards
Exit slip
Novel- The Outsiders by S.E. Hinton
Whiteboard marker to write on the white board

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)

Introductions
Discussion: Define Identity, class, and race
Cue Cards
Activity 2 What is special about you?
Introduce the Novel we will be studying
Exit slip

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)

Guess Who Game: One student Cannot see the board but the rest of the class can. The classmates will
describe the who the person on the PowerPoint is by using identifiers/ descriptors for the student who
cannot see the board to guess who the person is.
These people will be famous people that they are familiar with and it will get them thinking about what
makes up the figures identity.
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.).

(~10 mins) Introductions

Introduce myself- Ms. Alexander, I am a Teacher Candidate at the U of S. Excited to start a novel
study with you. Some interesting facts about myself I have been parasailing, I have one tattoo, I

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 have travelled to Hong Kong, Zambia, and South Africa, and I have two older siblings and I will be
an auntie in April!
Game: We are going to play a game Called Guess Who. Any volunteers for who wants to be the
guesser? If not, the person with the closest birthday, gets to either be the guess, or nominate
someone else to be the guesser.
What do you know? Turn to your elbow partner and tell them what you know about individuality,
cliques, and gangs
o Teacher will be conferencing with groups
What does individuality mean?
What does clique mean?
How are the two different?
What is a gang?
What are gangs typically known for?
How are cliques and gangs different?
(~10-15 mins) Discussion: Define Identity, class, and race
Ask if students are familiar with these terms?
Ask students to discuss and define Identity, class, and race with their elbow partner. Tell them that
we will go over their answers and add to them if needed.
Identity:
1. The collective aspect of the set of characteristics by which a thing is definitively recognizable or
known
2. The set of behavioral or personal characteristics by which an individual is recognizable as a
member of a group.
3. The quality or condition of being the same as something else.
4. The distinct personality of an individual regarded as a persisting entity; individuality.
Class:
1. To arrange, group, or rate according to qualities or characteristics; assign to a class; classify.
Race:
1. A group of people united or classified together on the basis of common history, nationality, or
geographic distribution
Individuality:
1. a. The aggregate of qualities and characteristics that distinguish one person or thing from
others; character: choices that were intended to express his individuality; monotonous towns
lacking in individuality.
b. An individual or distinguishing feature.
Clique:
1. A small exclusive group of friends or associates.
Gang:
1. A group of criminals or hoodlums who band together for mutual protection and profit.
2. A group of adolescents who band together, especially a group of delinquents.
(~10 mins) Sketch of Self on Cue Cards Students will outline their own identity and develop a sense of
who they are by answering questions on a cue card about themselves. Explain that this is to get the
students thinking about who they are, and helpful for me to get to know them
o Name:
o Personality:
o Family History:
o Where did you grow up?
o Hobbies:
o What motivates you?
o What are your friends like?
Activity 2 What is special about you? (* if we have time)
Find someone with the same color of eyes as you. This might be a group, if it is a big group split
into a group of 4.
Tell them your biggest pet peeve (something you dislike very much) and something you enjoy a lot.

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 Once you have introduced yourselves we will meet again in a big group and you will each introduce
a member in your group to the rest of the class.
(~7 mins) Introduce the Novel we will be studying
The Outsiders by S.E. Hinton
Her name is Susan Eloise Hinton and she was born July 22, 1950 in Tulsa, Oklahoma
She grew up in Oklahoma where they did not have a lot of activities for girls, so she started reading
and writing in her past time. She wanted to be a cattle ranchers when she was young but her desire
and love for writing was greater that her desire to be a rancher.
Her stories are inspired from real life events that happened in her life.
The story of the Outsiders comes from her experience in high school as a 16 year old. She says
(QUOTE ON P. 182 in novel)
The story is one of friendship and belonging, as it explores themes of identity, class conflict, family
vs gang relationships, Innocence vs. Violence
(~3 mins) Exit slip What is the difference between individuality and belonging to a clique or gang identity?
Give an example for each. Hand in when done.

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c) 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)

Exit slip What is the difference between individuality and belonging to a clique or gang identity? Give an
example for each. Hand in when done.

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

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 Students were responsive to my Keep paying attention to the
Teacher with-it-ness direction and I often caught onto students behaviour, keep walking
disruptions before they spiralled through the classroom and
out of control. interacting with the students
throughout the lesson.
When I asked the students to Continue to interact with the
Keeping students on task/ break apart for small group students in class, and work out
engaging with them discussion and return for large building relationships outside of
group discussion they would. As I the classroom to help normalize
walked through out the class the interactions in the classroom.
room and conferenced with the This will help the overall moral in
groups about what they were lessons in the classroom.
discussing they were responsive.
Those who were not working
quickly got back to work when I
stopped by to see how their
conversations were going.
The flow of delivery ensured that Continue to ask good questions
Presenting the material Students exit slips were an for students to answer.
effective assessment for their
understanding of the material.
Students understood the
difference between the terms
and gave examples.
b) 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 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 How do you know? Next steps for improvement?
about you as a teacher?

Timing- some of the activities We were not able to finish the Choose Shorter texts to model
were rushed and we did not have lesson and have time for the student learning. Be more
time for the optional activity 2 jigsaw activity. concise in my explanation.

Pacing/ presenting notes was not
super effective
Students took a long time to copy
down the notes that were written
on the board for time and
activities that were planned. It
took a long time to get them to
copy the notes
-Write larger so that students can
read.
- Create the notes and Table
ahead of time as a hand out
rather than having grade 8s
make it in their note books.
- Make less stops and
connections while reading the
novel, go over them at the end of
the novel maybe?
- reading the novel just takes a

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Classroom management could
improve- separating students
who dont work well together.
I had to stop the lesson to wait
for a group of students to stop
talking. This happened a few
times and stalled the progress of
the lesson.
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lot of time maybe we use an
audio book?
Deal with it right away rather
than giving them a lot of chances
and wasting time. Communicate
expectations a head of time so
that students know to not talk
while techer is talking