Haley

Lesson Get to know you (Introductory Teacher:

Reynolds
Title/Focus Lesson) Date:
Jan 7th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) The child listens, speaks, reads, writes, views
Learning and represents to explore thoughts, ideas, feelings and
Outcomes: experiences.
Specific 1. 1.1 Express Ideas and Develop Understanding
Learning - connect prior knowledge and personal experiences with new
Outcomes: ideas and information in oral, print and other media texts
- explore ideas and feelings by asking questions, talking to
others and referring to oral, print and other media texts
2. 1.1 Experiment with language forms
- choose appropriate forms of oral, print and other media texts
for communicating and sharing ideas with others

LEARNING OBJECTIVES

1. By the end of the lesson, students will have shared some of the things that
make up who they are as individuals
2. The students will have learned one new thing about someone else within the
class
3. The students will be able to share that one new thing to the rest of the class
MATERIALS & EQUIPMENT
● Alberta English Language Arts Program of Studies
● Powerpoint on Ms. Reynolds
● Who Am I worksheets

PREPARATION & LOGISTICAL CONSIDERATION

● Have Powerpoint ready to go
● Worksheets on everyone's desks
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
 What students are not engaged and why?

Essential Question​: ● Why is it important to learn about other

people?
Products/Performances: ● Have the powerpoint ready

● Have the students in an area where they are

able to see

● Have the worksheets on the table for the

students to go to after the powerpoint has
finished

PROCEDURE
Introduction Time
Attention Grabber: ● Start off with welcoming the students
Welcome back/ who am back
I/Share some of your ● Introduce who you are, something
5-7
stories you did over the christmas break
min
● Pick 4 people to share their stories
that they did over the break

Transition to Body/ ● Once the students have finished telling you

2
Introduction to who you some of their stories transition into who you
min
are are again and what we will be doing
Body Time
Introduction to who Ms. ● Firstly ask some of the kids to come
Reynolds is sit on the carpet and others to come
sit on their desks, dependent if there
2
is enough room
min
● Tell them what the powerpoint is
about
● Start the powerpoint

Powerpoint about myself ● Go over who you are

2
● Your likes and dislikes (fears)
mins
● Some pictures of you and your family
Transition them back to ● After the powerpoint is over,
their desks transition them back to their desks to 2
write their own “about me” mins
worksheet
Share with a partner ● After they have finished, get
everyone to pair up with a partner
(specifically someone who they may
5
not know as well)
mins
● With that partner they will share one
thing about themselves that the other
may not know about them
Sharing with the class
● After they have learned this new thing
about their partner they will share it to
the rest of the class
● First by saying their partners name and 2
then introducing something that they mins
never knew about them (ex. Favourite
colour, favourite thing to do, what they
like or don't like, how many siblings they
have)
End of Lesson ● Students will then hand in their
worksheets to me
2
● Go back to their desks or the carpet
mins
● Ms. Mcdonald will take over for the
next lesson.
Assessment ● Observing and formally assessing
how students interact with one
another
● Who may have difficulties with the
assignment
● What difficulties were presented
within this assignment
● Who really liked the assignment

Adaptations ● If students aren’t listening, ask

questions, and bring the students back
in by having them help you out with a
task.
● If students have trouble writing, they
are able to just write their name on
the paper and think of one thing about
themselves they would like to share,
which they will also put on the paper
● Not every student has to share, as we
will only be able to do some of them
dependent on the time

Rationale
● How does this individual lesson scaffold learning opportunities for students?
By giving students the opportunity to not only learn about myself, but to also be able to
share things about themselves and learn something about their peers creates a
community like atmosphere. This lesson although it is an introduction to who I am, and
getting to know the students is also another way for the students to open themselves up
to learning about other people that they wouldn't normally know very well. It gives an
opportunity for the students to expand their understanding of others, even if it is just in
the classroom.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to communicate with one another effectively and with respect
● How to communicate their ideas either orally or in a written way

● In what ways is this lesson connected to the next lesson?

This lesson connects to the next lesson, as the students will have an understanding of
who I am, some new things about their classmates, and I will have more of an
understanding of who they are going into my next lesson.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
 Haley
Lesson Teacher:
Introduction to India Reynolds
Title/Focus Date:
Jan 8th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
3. (#1 Social Studies) Communities in the World
4. (#5 ELA) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore

Learning -Express Ideas and Develop Understanding
Outcomes:
2. 2.1 Use Strategies and Cues
- Use Prior Knowledge
3. 3.1.3 Examine the geographic characteristics that shape
communities in other parts of the world by exploring and reflecting
upon the following questions for inquiry
4. 5.2 Work Within a Group
5. ​3.S.3 Develop skills of geographic thinking

LEARNING OBJECTIVES

1. By the end of the lesson students will be able to know where India is located
on the map as well as Canada.
2. Students will have filled in a KWL chart as a class together
3. Students will be able to label the important cities and Capital of India.
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Map of India for each table
● Map of Canada for each table
● KWL chart by the board
● https://www.youtube.com/watch?v=LwP_Fs8uZkA
● https://docs.wixstatic.com/ugd/5cd6ef_00b67dbbfe3c4b3b9116735a1770a5ec.pdf
 ● https://www.google.com/maps/search/world+map+countries/@32.4485863,78.91
65411,2.87z
PREPARATION & LOGISTICAL CONSIDERATION
● Have all of the maps on the desks
● Have a map that the students can explore
● Google Maps ready
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students learning from the lesson and working together?
Or are they just copying other people?

Essential Question​: ● How does India’s geographic location and

impact of its location relate to Canada, how is
it different?
Products/Performances: ● Have the maps on the table for the students to
glue into their journals

● Have google maps set up

● Have the videos set up

● Have the KWL chart set up (does not have to

be a chart, can also be a question)

● Have creative journals ready

PROCEDURE
Introduction Time
Attention Grabber: ● Explain to the students that we
KWL will be learning about India
● Create conversation over what 5-7
they already know about min
India, and what they would
want to know
Transition to Body ● Transition from the
conversation into pointing to
the map and asking if anyone 2
knows where India would be min
on the map
● Where is Canada
Body Time
Pointing out India's ● After the students point out their
Location guesses 2
● Go over with marker where india is min
or show it on google maps

Equator, Hemispheres, ● Introduce these concepts

Poles ● Demonstrate how they relate to what
we are learning 5
● How they relate to the weather on the mins
map
● (could be used for climate as well)
Go over India’s Capital
● Show India's Capital 2
● Give a few facts on the Capital mins
Where is Canada ● Then have the students show where
2
Canada is
mins
● Circle Canada
Go Over Canada’s ● Go over what Canada’s Capital is
Capital ● See if anyone can guess
5
● Point out the capital and have
mins
someone put it on the board or
google maps
What are the similarities
between the two? ● Talk about the similarities that we see on
the map of India and Canada 6
● Bring up some facts that we can talk mins
about Canada and India to highlight these
similarities
What are the differences? ● Go over the differences of India and
Canada 5
● Go over facts that highlight these mins
differences just like the similarities
What are the places ● Talk about the places that surround
around India? India
5
● See if any of the students have heard
mins
about them
● Point out where they are
Explain the activity ● Explain the activity to the students
3
● Demonstrate what they will be doing
mins
in their creative journals on the board
Transition back to desks ● Let the students go back to their
to do it on their own 20
desks (centres) and work together on
mins
their activity
End of lesson ● Have the students put away their
5
creative journals
mins
● Get ready for the next lesson
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Summative Assessment: Creative
Journal

Adaptations ● Students will work in groups for this

assignment or centres this will help
other students who may have had
trouble or need more help to have that
support from their peers
● There will be an example on the
board for students to follow if they
get stuck

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This will be more of an introductory lesson for students. Although during this lesson
students will be able to make connections between India and Canada, based on the
facts they learn and the geographic location. They will also be able to work together in
their groups and help each other learn throughout their activity, providing them with
chances to further their work in groups.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a Map is

● In what ways is this lesson connected to the next lesson?

We will continue to learn about India, this lesson will be a starting point for the
students.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?

Haley
Lesson Teacher:
Flag of India Reynolds
Title/Focus Date:
Jan 9th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
(#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
(#1 Social Studies) Communities in the World
(#5 ELA) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
2. 2.1 Use Strategies and Cues (ELA)
 - Use Prior Knowledge
3. 3.1.1 Appreciate similarities and differences among people and
communities (SS)
4. 3.1.3 Examine the geographic characteristics that shape
communities in other parts of the world by exploring and reflecting
upon the following questions for inquiry (SS)
5. 5.2 Work Within a Group (ELA)
6. 3.S.1 Develop skills of critical thinking and creative thinking
(SS)
7. 3.S.8 Demonstrate skills of oral, written and visual literacy

LEARNING OBJECTIVES

1. By the end of the lesson students will be able to indicate which flag is Indias
2. Students will be able to explain the meaning behind the various colours of the
flag
3. Students will be able to explain the important meaning behind the Dharma
Chakra
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Flags of India for each student
PREPARATION & LOGISTICAL CONSIDERATION
● Computers ready for research
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students able to describe what the colours mean within
the flag?

Essential Question​: ● How can a flag represent a country?

● Why is it important as an architect to know
the history of a countries flag?
Products/Performances: ● Have the flags on the table

● Have computers ready

PROCEDURE
 Introduction Time
Attention Grabber: ● Ask the students what this
India’s Flag represents
5-7
● Get guesses into what it is,
min
and what countries flag it may
be
Transition to Body ● Transition from the
2
conversation into bringing
min
up which flag it is for India
Body Time
Difference between ● Bring up Canada’s flag beside it,
Canada’s and Indias what differences do you see? 2-5
● What similarities? min
● Discuss them as a class

The colours ● Go over the colours of the flag

● What does the orange stand for? 2-5
● What does white? mins
● What does green?
The symbol ● What does the symbol in the middle
of the Canadian flag stand for?
2-5
● How does that relate to Canada?
mins
● What does the symbol mean on the
flag for India?
Explain what we will be ● Explain that they will be researching
doing more into the flags meaning 5
● See if they can find more information mins
on the flag and the meaning behind it
Research Time
● Have the students get into partners to
15
research
mins
● Have them write down what they have
found
Take what they have
researched and the flag
● Demonstrate to the students what they 5
and put it into their
need to do next mins
journal

Take what they have
researched and the flag
and put it into their
journal
● Have the students write one thing
about each colour and symbol that
they learned from researching and 20
discussions mins
● have the name of the symbol up on
the board for spelling
 ● Have the example on the board to go
off of
Hand in the journals
● Have the students hand in their 3
journals once they are finished mins
Clean up
● Once the students are done they can 3
clean up their desks mins
End of lesson ● Have the students put away their
2
creative journals
mins
● Get ready for the next lesson
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● What Research the students come up
with
● How the students are working
together
● Summative Assessment: Creative
Journal

Adaptations ● Students will work in partners for this

assignment or centres this will help
other students who may have had
trouble or need more help to have that
support from their peers
● There will be an example on the
board for students to follow

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students connect the previous information that they have
learned about the geography of India. The students are able to take some of the
information they have already learned and connect it to the various colours within the
flag, its symbol, and the meaning behind these. Students will be able to work within
partners to research more into the flag and find their own information about it, this will
give the students independence to further their own learning process. The activity will
be source of information to show that the students have taken what they have
researched and applied it towards their assignment.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a flag is

● In what ways is this lesson connected to the next lesson?

Next we will continue into India’s climate and land, and connect that to its location in
the world.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Are the students really putting their own research into what the flag
means for their assignment or are they looking to the board for what the
colours and symbol mean within the flag?
 Haley
Lesson Teacher:
Mind Map on Literacy Reynolds
Title/Focus Date:
Jan 10th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) ​Students will listen, speak, read, write, view
Learning and represent to explore thoughts, ideas, feelings and
experiences.
Outcomes: 2. (#2 ELA) Students will listen, speak, read, write,
view and represent to comprehend and respond
personally and critically to oral, print and other media
texts.
3. (#5 ELA) Students will listen, speak, read, write, view
and represent to respect, support and collaborate
with others.

Specific 2. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
- ​Experiment with language and forms
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
5. 5.2 Work Within a Group (ELA)

LEARNING OBJECTIVES

4. By the end of the lesson students will be able to indicate which flag is Indias
5. Students will be able to explain the meaning behind the various colours of the
flag
6. Students will be able to explain the important meaning behind the Dharma
Chakra
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Flags of India for each student
PREPARATION & LOGISTICAL CONSIDERATION
● Computers ready for research
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
 Are students able to describe what the colours mean within
the flag?

Essential Question​: ● How can a flag represent a country?

● Why is it important as an architect to know
the history of a countries flag?
Products/Performances: ● Have the flags on the table

● Have computers ready

PROCEDURE
Introduction Time
Attention Grabber: ● Ask the students what this
India’s Flag represents
5-7
● Get guesses into what it is,
min
and what countries flag it may
be
Transition to Body ● Transition from the
2
conversation into bringing
min
up which flag it is for India
Body Time
Difference between ● Bring up Canada’s flag beside it,
Canada’s and Indias what differences do you see? 2-5
● What similarities? min
● Discuss them as a class

The colours ● Go over the colours of the flag

● What does the orange stand for? 2-5
● What does white? mins
● What does green?
The symbol ● What does the symbol in the middle
of the Canadian flag stand for?
2-5
● How does that relate to Canada?
mins
● What does the symbol mean on the
flag for India?
Explain what we will be ● Explain that they will be researching
doing more into the flags meaning 5
● See if they can find more information mins
on the flag and the meaning behind it
Research Time
15
● Have the students get into partners to
mins
research
 ● Have them write down what they have
found
Take what they have
researched and the flag
● Demonstrate to the students what they 5
and put it into their
need to do next mins
journal

Take what they have ● Have the students write one thing
researched and the flag about each colour and symbol that
and put it into their they learned from researching and
journal discussions 20
● have the name of the symbol up on mins
the board for spelling
● Have the example on the board to go
off of
Hand in the journals
● Have the students hand in their 3
journals once they are finished mins
Clean up
● Once the students are done they can 3
clean up their desks mins
End of lesson ● Have the students put away their
2
creative journals
mins
● Get ready for the next lesson
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● What Research the students come up
with
● How the students are working
together
● Summative Assessment: Creative
Journal

Adaptations ● Students will work in partners for this

assignment or centres this will help
other students who may have had
trouble or need more help to have that
support from their peers
 ● There will be an example on the
board for students to follow

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students connect the previous information that they have
learned about the geography of India. The students are able to take some of the
information they have already learned and connect it to the various colours within the
flag, its symbol, and the meaning behind these. Students will be able to work within
partners to research more into the flag and find their own information about it, this will
give the students independence to further their own learning process. The activity will
be source of information to show that the students have taken what they have
researched and applied it towards their assignment.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a flag is

● In what ways is this lesson connected to the next lesson?

Next we will continue into India’s climate and land, and connect that to its location in
the world.
Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Are the students really putting their own research into what the flag
means for their assignment or are they looking to the board for what the
colours and symbol mean within the flag?

Haley
Lesson Teacher:
Presenting Mind Maps Reynolds
Title/Focus Date:
Jan 15th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#1 ELA) ​Students will listen, speak, read, write, view
Learning and represent to explore thoughts, ideas, feelings and
experiences.
Outcomes: 2. (#2 ELA) Students will listen, speak, read, write,
view and represent to comprehend and respond
personally and critically to oral, print and other media
texts.

3. (#5 ELA) Students will listen, speak, read, write, view

and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
​-Experiment with language and forms
1.2 Clarify and Extend
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
 - Use Comprehension Strategies
3. 5. 5.2 Work Within a Group (ELA)

LEARNING OBJECTIVES

1. By the end of the lesson students will have shared their Mind Maps based on
the Earthquakes article
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Mind Maps on Poster Paper
PREPARATION & LOGISTICAL CONSIDERATION
● Have the posters ready
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Do the students understand the article?
Are the students able to connect their knowledge of the
article and connect it to the creation of the mind
map?

Essential Question​: ● Why do we use mind maps?

Products/Performances: ● Have the mind maps ready

PROCEDURE
Introduction Time
Attention Grabber:
● Go into groups 5-7
Go with groups and
● Discuss min
discuss your poster
Transition to Body 2
● Transition to carpet
min
Body Time
Presenting Mind Maps 2-5
● Discuss Mind Maps min

Clean up ● Once the students are done they can

3
put away their posters and clean their
mins
desks
End of lesson
2
● Transition students into snack and recess
mins
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Mind Map
● Connections the students make in
their mind map and the article
● How the students are working
together
● Summative Assessment: Creative
Journal
● Mind Map

Adaptations ● Students work in groups for this

assignment to read the article
● Working a class, the mind map will
be modeled for the students but they
will be able to participate in it, yet
they will have something to go off of

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students be able to learn another way to organize their
information. It will introduce them to mind maps and demonstrate how to use a
nonfiction article and make a mind map out of it. Group work creates discussion, and
helps students who may have more trouble be able to learn and work with their peers.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue into another article and making a mind map out of it

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Haley
Lesson Teacher:
Literacy: Earthquake Reynolds
Title/Focus Date:
Jan 14th 2019
 OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
(#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.

(#5 ELA) Students will listen, speak, read, write, view

and represent to respect, support and collaborate with
others.

Specific 2. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
​-Experiment with language and forms
1.2 Clarify and Extend
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
- Use Comprehension Strategies
3. 5. 5.2 Work Within a Group (ELA)

LEARNING OBJECTIVES

2. By the end of the lesson students will understanding of what an earthquake is

3. By the end of the lesson students will have completed a mind map based on
the article they just read
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Article on Earthquake for each student
● Poster Paper
PREPARATION & LOGISTICAL CONSIDERATION
● Have the articles printed out to use
● Have the poster paper ready
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Do the students understand the article?
Do the students know how to create a mind map?
 Are the students able to connect their knowledge of the
article and connect it to the creation of the mind
map?

Essential Question​: ● How do we use a mind map?

Products/Performances: ● Have the articles ready

● Reading Groups

PROCEDURE
Introduction Time
Attention Grabber: ● Read the article over with the 5-7
Introducing the Article teachers min
Transition to Body ● After the discussion and article transition into 2
work of mind maps min
Body Time
Reading the article again 2-5
● Students read over the article again in
in reading groups min
their groups
Work on the posters
2-5
● Work on creating their mind map
mins
Finish Up mind maps
● Give students five minutes to finish 2-5
up mins
Put away posters
● Students put away posters and 5
articles mins
Clean up
3
● Clean up
mins
End of lesson
2
● Transition students into snack and recess
mins
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
 ● Formative Assessment: Creative
Journal
● Mind Map
● Connections the students make in
their mind map and the article
● How the students are working
together
● Summative Assessment: Creative
Journal
● Mind Map

Adaptations ● Students work in groups for this

assignment to read the article
● Students who are ELL are to research
earthquake resistance and draw it
● Other students are pulled into small
groups to work together

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will let the students be independent in their learning by being able to work
together in a group and make their own mind map. By going over the article as a class
the students are able to get a better idea of the article, and be able to apply that to their
mind map. This will also help students who might have trouble with the mind maps and
be able to have a chance to make one themselves, and be able to reflect on it the next
day. Giving the students more independence to do things on their own, and have more
risk in their learning rather than always being afraid to be wrong.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a mind map is

● In what ways is this lesson connected to the next lesson?

Next we will continue into sharing our articles, and then going back to the article and
making think notes
Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Haley
Lesson Teacher:
Economy (Social Studies) Reynolds
Title/Focus Date:
Jan 14th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
(#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
(SS 3.1) Communities in the World

(#5 ELA) Students will listen, speak, read, write, view

and represent to respect, support and collaborate with
others.

Specific 3. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
​-Experiment with language and forms
1.2 Clarify and Extend
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
 - Use Comprehension Strategies
3. 5. 5.2 Work Within a Group (ELA)
3.1.2 - 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 (SS)
3.1.4 - examine economic factors that shape communities in other parts
of the world by exploring and reflecting upon the following questions
for inquiry (SS)

LEARNING OBJECTIVES

4. By the end of the lesson students will understand the Economy within India
5. By the end of the lesson students will understand the money and jobs within
India
6. By the end of the lesson students will understand the natural resources within
India.
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Power Point
● Visual Journal
PREPARATION & LOGISTICAL CONSIDERATION
● Powerpoint Ready
● Board ready
● One group working to the side with other teacher
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Who is participating and who is not

Essential Question​: ● What is a Civil Engineer?

Products/Performances:

PROCEDURE
Introduction Time
Attention Grabber: ● Ask students what economy 5-7
means min
What does Economy ● Create discussion
mean
Transition to Body ● Start talking about India`s 2
industries min
Body Time
Continue into India's 2-5
Industries ● Discuss India's Industries min

Go to India's Exports
2-5
● Discuss India`s Exports
mins
Discuss India's Jobs and
money 2-5
● Discuss
mins
Discuss Natural
Resources 5
● Discuss
mins
Clean up
● Once the students are done they can 3
put away their journals and clean up mins
End of lesson
2
● Transition students into going home
mins
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Information on the discussion
● Connections they have made
throughout the lesson and what they
have previously learned
● Summative Assessment: Creative
Journal

Adaptations ● Have a group of students in a group

with support
● Have words and pictures written out
for students
● Have powerpoint and videos for
visual learners
 ● Have a discussion

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students be able to learn about the economy in India. Because
the lesson has so many various ways in which the students can learn, then no student is
left to feel confused and all students are able to participate in the discussions.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to participate respectively and effectively in class discussions
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue into the culture of India

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Haley
Lesson Teacher:
Social Studies (Culture) Reynolds
Title/Focus Date:
Jan 15th 2019
 OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
(#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
(SS 3.1) Communities in the World

(#5 ELA) Students will listen, speak, read, write, view

and represent to respect, support and collaborate with
others.

Specific 4. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
​-Experiment with language and forms
1.2 Clarify and Extend
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
- Use Comprehension Strategies
3. 5. 5.2 Work Within a Group (ELA)
3.1.2 - 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 (SS)
3.1.4 - examine economic factors that shape communities in other parts
of the world by exploring and reflecting upon the following questions
for inquiry (SS)

LEARNING OBJECTIVES

7. By the end of the lesson students will understand the celebrations within India
and Religions
8. By the end of the lesson students will have completed a mind map
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Power Point
● Visual Journal
 PREPARATION & LOGISTICAL CONSIDERATION
● Powerpoint Ready
● Board ready
● One group working to the side with other teacher
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Who is participating and who is not

Essential Question​: ● What are the various things that make up the
culture in India?
Products/Performances: ● https://www.youtube.com/watch?v=HrrW
3rO51ak
● https://www.youtube.com/watch
?v=AbFIkJ8KFZ8
● https://www.youtube.com/wa
tch?v=LKumV4ZX-V8

PROCEDURE
Introduction Time
Attention Grabber: ● Ask students what culture
5-7
What does culture mean? means
min
● Create discussion
Transition to Body ● Start talking about India`s 2
celebrations min
Body Time
India’s Celebrations ● Discuss India's Celebrations 2-5
● Diwali min
● Show Videos
India’s Celebrations
● Discuss Holi 2-5
● Show Videos mins
Discuss India's Religions
2-5
● Discuss Various Religions
mins
Go over pictures and
videos ● Go over pictures and videos of 5
various religions mins
Clean up
● Once the students are done they can 3
put away their journals and clean up mins
End of lesson
2
● Transition students into going home
mins
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Mind Map
● Connections they have made
throughout the lesson and what they
have previously learned
● Summative Assessment: Creative
Journal
● Mind Map

Adaptations ● Have a group of students in a group

with support
● Have words and pictures written out
for students
● Have powerpoint and videos for
visual learners
● Have a discussion

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will further the students understanding of the culture within India, and what
culture means for India and other countries around the world. Students will use their
knowledge of mind maps in order to make one that demonstrates their learning during
the lesson.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to participate respectively and effectively in class discussions
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue into the sports, dance, music, art, and architecture of India

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will help the students be able to learn about the economy in India. Because
the lesson has so many various ways in which the students can learn, then no student is
left to feel confused and all students are able to participate in the discussions.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to participate respectively and effectively in class discussions
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue into the culture of India

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Haley
Lesson Teacher:
Creating Mind Maps Reynolds
Title/Focus Date:
Jan 10th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General (#1 ELA) ​Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
(#2 ELA) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts

(#5 ELA) Students will listen, speak, read, write, view

and represent to respect, support and collaborate with
others.

Specific 5. 1.1 Discover and Explore (ELA)

Learning -Express Ideas and Develop Understanding
Outcomes:
​-Experiment with language and forms
1.2 Clarify and Extend
2. 2.1 Use Strategies and Cues (ELA)
- Use Prior Knowledge
- Use Comprehension Strategies
3. 5. 5.2 Work Within a Group (ELA)
3.1.2 - 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 (SS)
3.1.4 - examine economic factors that shape communities in other parts
of the world by exploring and reflecting upon the following questions
for inquiry (SS)

LEARNING OBJECTIVES

9. By the end of the lesson students will understand the celebrations within India
and Religions
10. By the end of the lesson students will have completed a mind map
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Power Point
● Visual Journal
PREPARATION & LOGISTICAL CONSIDERATION
● Powerpoint Ready
● Board ready
● One group working to the side with other teacher
 ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Who is participating and who is not

Essential Question​: ● What are the various things that make up the
culture in India?
Products/Performances: ● https://www.youtube.com/watch?v=HrrW
3rO51ak
● https://www.youtube.com/watch
?v=AbFIkJ8KFZ8
● https://www.youtube.com/wa
tch?v=LKumV4ZX-V8

PROCEDURE
Introduction Time
Attention Grabber: ● Ask students what culture
5-7
What does culture mean? means
min
● Create discussion
Transition to Body ● Start talking about India`s 2
celebrations min
Body Time
India’s Celebrations ● Discuss India's Celebrations 2-5
● Diwali min
● Show Videos
India’s Celebrations
● Discuss Holi 2-5
● Show Videos mins
Discuss India's Religions
2-5
● Discuss Various Religions
mins
Go over pictures and
videos ● Go over pictures and videos of 5
various religions mins
Clean up
● Once the students are done they can 3
put away their journals and clean up mins
End of lesson
2
● Transition students into going home
mins
Assessment ● Observing and formatively assessing
whether the children participate in the
activities and are engaged
● Observe whether the students are
understanding the activity and the
information they have been given
● Formative Assessment: Creative
Journal
● Mind Map
● Connections they have made
throughout the lesson and what they
have previously learned
● Summative Assessment: Creative
Journal
● Mind Map

Adaptations ● Have a group of students in a group

with support
● Have words and pictures written out
for students
● Have powerpoint and videos for
visual learners
● Have a discussion

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson will further the students understanding of the culture within India, and what
culture means for India and other countries around the world. Students will use their
knowledge of mind maps in order to make one that demonstrates their learning during
the lesson.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● How to participate respectively and effectively in class discussions
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue into the sports, dance, music, art, and architecture of India

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?
● Do the students understand what a mind map is?

Haley
Lesson Teacher:
Structural Engineering - Literacy Reynolds
Title/Focus Date:
Jan 16th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (ELA#1) Students will listen, speak, read, write, view
Learning and represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (ELA#5) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.

Specific 1. 1.1 Discover and Explore

Learning 2. 2.2 Experience various texts
Outcomes:

LEARNING OBJECTIVES

1. By the end of the lesson students will have read over the article twice
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Structural Engineer Articles for each student
PREPARATION & LOGISTICAL CONSIDERATION
● Articles Printed
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students following along as they are reading and while
others are reading?
What words do students struggle with, what words do they
not know?
How do students read, what do they struggle with?
Essential Question​: ● What does it mean to be a Structural
Engineer?
Products/Performances: ● Study.com- for article

● Structural Engineering

PROCEDURE
Introduction Time
Attention Grabber:
2
What do you think a ● Take answers from students
min
structural engineer is?
Transition to Body ● Transition from the 2
conversation into letting the min

Body
Circle around
Bring back to the carpet
Reflection on the article
Explain what we will be
doing the next day
Hand in articles
● Have students hand in articles
Clean up
Move on to math/ End of
Lesson
Assessment
Adaptations
students go back to reading
themselves
Time
● Help students with reading, prob
15
questioning
min
● Keep in mind who is having troubles
2
● Bring students back to the article
mins
● Reflect on article, things we we
6
learned, things we wonder, things we
mins
already knew
● Think notes, go over them again 5
● introduce think marks mins
2
mins
2
● Clean up
mins
● Have students get their math books 2
and move on to math mins
● Formative: Are the students
struggling in a certain section?
● What words are harder versus others
for students?
● Are the students following along
during their reading?
● How do the students work in a group?
● Reading aloud
● Summative:
● Where do the students struggle within
the article?
● Where do they excel in their reading?
● What words do they know versus
which ones do they not know?
● Students will work in their reading
groups, this will help other students
who may have had trouble or need
 more help to have that support from
their peers
● Students who may have trouble
reading will be scribed on what they
learned from the article
● Teacher will read the article to the
students who may have more trouble
reading

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson gives students the opportunity to read the article and take a risk in the
harder words that it includes within it. Students are able to practice their reading, and
then later be able to reflect on what they just read. The next day will be dedicated to
creating think marks on the article.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue onto creating think notes about the article, or think marks.
Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?

Haley
Lesson Teacher:
Culture Cont’d Religion, Sports, Yoga Reynolds
Title/Focus Date:
Jan 16th 2019

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (ELA#1) Students will listen, speak, read, write, view
Learning and represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (ELA#5) Students will listen, speak, read, write, view
and represent to respect, support and collaborate with
others.
3. (ELA#3) Students will listen, speak, read, write, view
and represent to manage ideas and information.
4. (SS#3.1) Communities in the World
5. (SS#3.2) Global Citizenship

Specific 1. 1.1 Discover and Explore

Learning 2. 3.2 Select and Process
Outcomes: 3. 3.1.1- Examine the social, cultural and linguistic characteristics
that affect quality of life in communities in other parts of the
world
4. 3.2.1 Appreciate elements of global citizenship

LEARNING OBJECTIVES
 1. By the end of the lesson students will have explored some of the Religions,
Sports, and Yoga within India.
2. Students will be putting their information, and pictures into their visual
journals.
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● Power Point
● Visual Journals
● Pencil Kits
● Youtube
● https://www.rishikeshyogaclub.com/blog/history-of-yoga-in-india/
● Yoga
● https://www.youtube.com/watch?v=yKnmqtools4
PREPARATION & LOGISTICAL CONSIDERATION

ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students drawing or writing things down while we are
learning and discussing the information?
Essential Question​: ● What does culture mean in India?
Products/Performances: ● Powerpoint

● Board to write things on

PROCEDURE
Introduction Time
Attention Grabber:
5
What religions did we ● Discuss the religion
min
talk about yesterday
Transition to Body ● Transition from the 2
conversation into Buddhism min
Body Time
Buddhism ● Talk about the various aspects about
2-3
Buddhism
min
● Discuss
Sports/ Cricket
● Discuss the various sports 5-6
● Show video on cricket mins
Yoga
6
● Talk about Yoga
mins
Discussion ● Discuss what Yoga is
5
● and Meditation
mins
● how they go hand in hand
Clean up
2
● Have students put away all their journals
mins
and pencil kits
Go to get snack
2
● Clean up and go get their snacks
mins
Assessment ● Formative: Are students
understanding the material?
● Who is contributing to the
discussion?
● Who is writing or drawing?
● Summative: Creative Journal
Adaptations
● Students who need more support will
be in a group with a teacher to assist
them
● The information will be written on
the board as well so the students are
able to see another way to visually
represent the information

Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson gives students the opportunity to explore deeper into India’s culture. The
students are continuing to document in their visual journals so that they can come back
to it during work sessions, and reflections. They will also be used to assess.

● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions

● In what ways is this lesson connected to the next lesson?

Next we will continue onto ending our exploration into culture tomorrow, and moving
onto history on Friday.

Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Am I providing enough interactive instruction that the students feel
involved in the lesson?
● Have I provided enough adaptations to the lesson that all of the students
are able to complete the activity?