Submission Template For Mini Unit Plan Project and Course Rationales

1
SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES
(Follow the instructions throughout the template to copy and
paste your project work into the appropriate sections.)
Name of submitter: Kayla Matkowski

Name of other Group Members: Megan Axford,
Janelle Leegstra
GRADE OF MINI UNIT: Five
TOPIC TITLE: Shaping Identity
Mini Unit Plan (ASSESSMENT)
Overarch
ing
Questio
Teacher Kayla Matkowski

Subject Social Studies/Language Arts
Topic/Focu Historical Figures/Identity
s
How have events, factors, and individuals in Canadian history shaped how Canada is
seen today?
Students will have an in-depth understanding of how to create quality

questions as well as an understanding of several historical periods and
Learner
persons as were outlined in our lessons, as well as subsequent lessons that
Considerat
would have followed. These include lessons on the World Wars as well as
ions
the creation of Canada and the Confederation. Students will be given a
choice of format: hand-written or typed.
Students will be asked to write a letter to a historical figure of their choice.
Performance This letter must include quality questions and a demonstration of
Task
knowledge about the historical figure and an expressed interest in their
Overview life.
Learner Outcomes
Gener
Specific Outcomes
al
Social
Studies 5.35.3.1 appreciate how changes impact
Outco
Links to
Overarchi
ng
Assessment
Criteria
Students provide
evidence of their
- Canada: Shaping citizenship and identity.

These outcomes Students will provide
Identity - Students 5.3.2 assess, critically, the changes that
are directly
evidence of their
will demonstrate an occurred in Canada immediately following
related
to
the
learning as they
understanding of
Confederation by exploring and reflecting upon
overarching
construct a wellthe events and
the following questions and issues:
question, in that formed letter
factors that have
How did John A. Macdonald and Georgethey provide
addressed to a
changed the ways
tienne Cartier contribute as partners of
examples
of
particular historical
of life in Canada
Confederation?
over time and
historical figures figure. They will be
5.3.3 assess, critically, how the Famous Five
appreciate the
brought about change in Canada by exploring
and how they
required to include
impact of these
and reflecting upon the following questions and connect to
details from what they
changes on
issues
personal identity have learned,
citizenship and
Who were the Famous Five?

and current
including deep
identity.
How did they identify the need for change in Canadian society. questions and an
Canadian laws?
By understanding interest in the subject.
How did the changes brought on by their

these outcomes, Through this, the
actions affect individual rights in Canada?
students will be teacher will be able to
5.3.4 assess, critically, how economic booms
review their work and
and crashes affected ways of life in Canada by able to
demonstrate
their
see what connections
exploring and reflecting upon the following
knowledge
as
it
they have made and
questions and issues:
pertains
to
the
where their interests
How did the First World War contribute to the

lie.
industrialization and urbanization of Canada? overarching
question.
How did the economic boom immediately

following the Second World War affect ways
of life in Canada?
5.3.5 assess, critically, how historical events
shaped collective identity in the Canadian
context by exploring and reflecting upon the
following questions and issues:
How did Lester B. Pearsons initiative within

the United Nations contribute to Canadas
Specific Outcome 5.S.2.

SKILLS AND
PROCESSES
FOR GRADE 5
These outcomes Students will provide
are directly
evidence of their
Develop skills of historical thinking:
use photographs and interviews to make
related to the
learning as they
meaning of historical information
question, because construct their letters,
use historical and community resources to
students need to if their letters include
understand and organize the sequence of
demonstrate
valid historical
national
historical
connections and
historical events
understanding
in
reference to previous
explain the historical context of key events of a
order
to
make
learning.
given time period.
connections to
historical figures.
Language Arts
General Outcome
2: Students will
listen, speak, read,
write, view and
represent to
comprehend and
respond personally
and critically to
oral, print and
other media texts.
2.4: Create Original Text:

Generate Ideas: Use texts from
listening, reading and viewing
experiences as models for producing
own oral, print and other media texts
These outcomes
are connected to
the
demonstration of
the overarching
question. By
making
connections to
the question,
students will be
able to fulfill this
outcome.
Students will provide

evidence of their
learning as they
construct their letters,
if their lessons provide
evidence of deep
connections, original
creations, and
personal response.
Student Task Description

Grade 5 - Social Studies
Unit: Shaping Identity
Final Assignment - Historical Penpal
For this assignment, you will be required to reflect back on what you have learned
throughout this unit and use it to write a letter to a historical figure of your choice. The figure
you choose to write to can either be alive or deceased. The letter should include any thoughtful
questions you would want to ask them, as well as a commentary on how you appreciated their
impact on Canadian history and your identity as a Canadian citizen.
This task will illustrate your skills in the following areas:
Your ability to create quality questions that show a deep interest in the life and
experiences of the person you are addressing (Hint: Think back to our lesson on interview
questions).
Your understanding of the connection between the actions of certain historical figures and
your identity (Hint: Think back to our lessons on the Famous Five, the World Wars, and
other historical periods).
Your ability to explain the impact that these certain historical figures had on aspects of
current Canadian society. (Hint: Think about our discussions concerning great Canadian
Figures).
Formatting your letter:
Your letter should be 1-2 pages in length and should include an introduction, body and
conclusion.
o The introduction should include statements about who you are and why you are
interested in writing to your person of choice
o The body should include your questions posed to your person of choice, as well as
your commentary of their impact on your identity. This is where most of your
evidence of learning will appear. Be insightful and show what you know!
o The conclusion should include a closing statement that sums up your appreciation
for the person, and finishes the letter appropriately, based on the letter format that
we studied earlier.
The entire letter should be in business letter format, as was studied in previous lessons.
(Hint: See your notes from January 27)
Here are some examples of Historical Figures from important time periods in Canadian history:
Famous Five Women (Emily Murphy, Irene Parlby, Nellie McClung, Louise McKinney,
Henrietta Muir Edwards)
World War I (William Barker (soldier), Lester B. Pearson (Prime Minister))
Creation of Canada (John A. MacDonald, George tienne Cartier, Issac Brock)
* If you are interested in writing a letter to a historical figure that is not listed, please check with
the teacher prior to starting your assignment*
First Draft is due on February 15, 2016 - You will receive feedback from this first draft from
your teacher.
Second Draft is due on February 22, 2016 - You will share your letter with a classmate for
peer-feedback in class time.
Final Draft is due on February 29, 2016 - You will submit your final copy to the teacher on
this day. You can hand in your letter handwritten in a neat format or word processed.
*Note* This task is meant to be an individual assignment. You may ask peers, teacher, and
parents for help, but the final assignment should be YOUR work.
Assessment Criteria
Level
Criteria
Connection
to Current
Society
3
Connection
to Personal
Identity
3
Quality
Questions
2.5
Formatting
1.5
Score:
Excellent
4
Proficient
3
Adequate
2
Limited*
1
Insufficient/
Blank*
Letter demonstrates
a sophisticated
understanding of the
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society.
Letter demonstrates
a perceptive
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
Letter demonstrates
a simplistic
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
Letter demonstrates
a limited
connections
between the actions
of the person
chosen, and aspects
of current Canadian
Society
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
Letter demonstrates
a sophisticated
impact of historical
figures on aspects of
personal identity.
Letter demonstrates
a perceptive
personal identity.
Letter demonstrates
a simplistic
personal identity.
Letter demonstrates
a limited
personal identity.
Letter develops
insightful questions
that show a deep
connection to the
historical figure.
Letter develops
reasonable
questions that show
an acceptable
connection to the
historical figure.
Letter develops
superficial
questions that show
a narrow
connection to the
historical figure.
Letter develops
ineffective
questions that show
a poor connection to
the historical figure.
Letter shows
excellent
understanding of
proper business
letter format and
shows exemplary
organization and
grammar use.
Letter shows
qualified
understanding of
proper business
letter format and
shows effective
organization and
grammar use.
Letter shows basic

understanding of
proper business
letter format and
shows simplistic
organization and
grammar use.
Letter shows poor

understanding of
proper business
letter format and
shows improper
organization and
grammar use.
/40
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.
C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Inquiry question
Overarching Essential Question: How have events, factors, and individuals in Canadian history shaped how Canada is
seen today?
Our inquiry question is linked to both the Social Studies and English Language Arts Program of Studies and will be
thoroughly explained in Question 3. of Part B.
Part B: Focusing questions
1.
Rationale for the unit.
This overarching topic is relevant and important for students living in Canada to learn about. It is important to know
about the different events, factors and individuals that have shaped Canadas identity to what it is seen as today. Students
are learning about their own identity in the world, and how factors, events and individuals have impacted their own lives.
By starting with students personal identity, in the interview lesson plan, it gives them a connection to this topic on a
personal level first, in order to understand and comprehend how these events, factors and individuals have impacted
Canadas identity. The purpose of this unit is for students to understand where they come from by developing their
personal identity and understanding Canadas identity now versus then. This unit is based upon the Social Studies
General Learning Outcome, 5.3 Shaping Identity where students are able to learn about the various contributing factors
to Canadian identity. Throughout this lesson, students are able to use Specific Learning Outcomes such as 5.3.2 which
focuses on Confederation, and 5.3.4 which focuses on the economy changes in Canadian history. Students will learn
skills such as critical and creative thinking, developing skills of historical thinking and applying the research process.
Throughout these aspects, this unit addresses the key elements within the Social Studies grade 5 curriculum. Students are
able to deepen their knowledge through this unit by creating and answering thoughtful questions related to the historical
events, individuals and factors that contribute to creating Canadas Identity.
2.
Key Questions:
These are the guiding questions for our three lessons:

1. What are the key components of conducting a successful interview?
2. How have historical events in your familys history shaped who you are as an individual?
3. How were the actions of the Famous Five relevant in Canadian history?
Although we developed key questions for each lesson in our Unit, there were also many questions created by
both the students and the teacher. It is important to note that students will be creating a lot of questions during this unit as
well as the questions provided by the teacher. In each lesson, students are given time to work and create questions for
different purposes such as questions to ask family members and questions in the WANT section of their KWL charts.
The questions embedded in our Unit are separated into four categories. There are questions that introduce a topic
to gather the students previous knowledge such as What is identity? What is a thoughtful question? Another
category of questions that is dispersed within our unit would be personal questions such as, How did the First World
War impact our family? When did our family move to Canada? and Why did we move to Canada? that were used
in Lesson 2 to develop a Family Member Interview. There are knowledge-based questions in our Unit; some that would
be created for students to learn more information about a topic. For example, when focusing on the Famous Five women
in Lesson 3, knowledge based questions are used such as Who are the Famous Five? and What did the Famous Five
change in Canada? The last category of questions is observing questions to check where students are at in assignments
such as Who is completely done the assignment? and Who has one paragraph left to write? These questions can be
used to grab reference to know whether students need more time and could be answered with a quick, hands up if
scenario for the teacher to visually see where the students are within the assignment.
3.
Connection to Program of Studies
How have events, factors, and individuals in Canadian history shaped how Canada is seen today?
English Language Arts
General Learning Outcomes
General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
General Learning Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Learning Outcomes
Specific Learning Outcome 1.2: Clarify and Extend
Use other ideas to expand on your own knowledge
Specific Learning Outcome 2.4: Create Original Text
Generate Ideas: Use texts from listening, reading and viewing experiences as models for producing own oral, print and
other media texts.
Social Studies
General Learning Outcomes

General Learning Outcome 5.3: Canada: Shaping Identity
Students will demonstrate an understanding of the events and factors that have changed the ways of life in
Canada over time and appreciate the impact of these changes on citizenship and identity.
Specific Learning Outcomes:
Specific Learning Outcome 5.3.1: Appreciate how changes impact citizenship and identity
Specific Outcome 5.3.2: Assess, critically, how the Famous Five brought about change in Canada by exploring and
reflecting upon the following questions and issues.
-Who were the Famous Five?
-How did they identify the need for change in Canadian laws?
-How did the changes brought on by their actions affect individual rights in Canada?
Specific Learning Outcome 5.S.1: Develop skills of critical thinking and creative thinking
Evaluate ideas, information and positions from multiple perspectives
Re-evaluate personal opinions to broaden understanding of a topic or an issue
Generate original ideas and strategies in situations of individual and group activities
Seek responses to inquiries from various authorities through electronic media

Specific Learning Outcome 5.S.2: Develop skills of historical thinking
Use photographs and interviews to make meaning of historical information
Specific Outcome 5.S.7: Apply the research process
Use graphs, tables, charts and Venn diagrams to interpret information
Draw and support conclusions, based on information gathered, to answer a research question
KSAs:
3) The purposes of the Guide to Education and programs of study for subject disciplines you teach. Know how to use
these documents to inform and direct your planning, instruction and assessment of student progress.
5) All students can learn, albeit at different rates in different ways. Know how to identify ways students learn and the
different learning styles. Respond to these differences. by creating multiple paths to learning for individuals and groups,
including those with special learning needs.
10) The functions of traditional and electronic teaching/learning technologies. Know how to use and engage students in
using these technologies to present and deliver content, communicate secure information, research, word process,
manage information, and keep records.
11) The purposes of student assessment. Know how to assess the range of learning objectives by selecting and
developing a variety of classroom and large-scale assignment techniques and instruments. Analyze the results, including
those from provincial assessment instruments, and use them for the ultimate benefit of students.
12) The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. Know
how to develop and implement strategies that create and enhance partnerships among teachers, parents and students.
We address KSA 5 throughout our Unit because within each lesson we let the students have a choice in how they
complete the given assignments. We address diverse learning needs in lesson 1 by providing students with a buddy. This
is a technique thats used for students that cannot read or write so that they are able to complete the task efficiently. In
lesson 2, students are asked to think, pair, share, which allows students to feel more confident with their learning abilities
in the class. Within lesson 2 and 3, the teacher gives the students the option to either handwrite or type their assignments
so that those students who do not have legible writing can type and those that are unable to type, can write their
assignment. Throughout our Unit, we provide multiple ways for students to show what they know such as in Lessons 1
and 3 where they are required to complete graphic organizers. In Lesson 3, we asked the students what they knew in the
format of a KWL Chart and also gave them the opportunity to create their own questions for their research project.
Resources that could be used within the Unit:

Wordle - http://www.wordle.net - This can be used to show strong themes and words about a topic. For example: this is
used when students are creating their identity within the classroom in lesson one.
Library - Most schools have libraries, or students can have access to public libraries where they could check out books
on the topic they are studying.
Interviews (Youtube) - A way to get information to students, in what might seem like an easier and more efficient way
than having students read from books.
Websites (Famous 5) - These are a few websites that students could use when conducting research on the Famous Five.
http://epe.lac-bac.gc.ca/100/206/301/lac-bac/famous_five-ef/www.lac-bac.gc.ca/famous5/053001_e.html
http://www.thecanadianencyclopedia.com/en/article/famous-5/
http://wayback.archive-it.org/2217/20101208160614/http://www.abheritage.ca/famous5/index.html
Part C: 3 Lesson Plans (separate pages for each)
Lesson 1:
Grade: Five
Activity: How to make a good question
Goals/Key questions
Overarching Essential Question: How have events, factors, and individuals in Canadian history shaped how
Canada is seen today?
Lesson Guiding Questions:
Lesson 1: What are the key components of conducting a successful interview?
Lesson 2: How have historical events in your familys history shaped who you are as an individual?
Lesson 3: How were the actions of the Famous Five relevant in Canadian history?
Goals: This is a pre-lesson for the interview activity. Students will learn what embodies a good question and how to
create their own interview questions through critical thinking.
Objective (connected to PofS):
Language Arts Outcomes
General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond
Specific Outcome 2.4: Create Original Text
o Generate Ideas: Use texts from listening, reading and viewing experiences as models for producing own
oral, print and other media texts
Pre lesson Considerations:

Lesson overview of main ideas to be learned and prelearning required:
Main Ideas: Students will make connections between a good question and a bad question, and articulate how to create
meaningful questions.
Prelearning: Students are able to read and write and use critical thinking skills. Students have participated in discussions
about identity and the self.
Considerations: Some students may not be able to write. Have them perhaps pair up with someone else who can and
discuss ideas after viewing videos in this lesson.
Materials needed/preset up required/logistical considerations needed (seating arrangement):
Exit slips for end of class (note cards)
Whiteboard/Chalkboard and Markers/Chalk
Graphic Organizer print-out, pens/pencils for students
Students will already be organized in table groups
Video will be prepared prior to class (test sound!)
Content:
Introduction (how
will you engage
students? Connections
to previous learning?)
Time estimation:
10 min.
What is the teacher doing?

Include Key questions, logistics, key concepts that
will be addressed, methods of formative assessment
What are the students doing?
Teacher will first engage the students in discussion by

asking them why we need to ask questions.
Students will be taking turns

contributing to the discussion.
Watch for meaningful and
purposeful answers.
The teacher will then prompt the class by asking what is

a good question vs. a bad one? (Students will likely
comment on the classroom policy, there are no bad

questions)
Teacher transitions to discuss the purposes of an
interview, and how there can be good/bad questions
during an interview. Use Think, Pair, Share to get
students to consider why they think an interview would
be important, and why good questions should be used in
this situation.
Students will be contributing to

the discussion.
Students will engage with peers

and think critically to gain an
understanding of the purpose of
an interview.
Transition
considerations
Teacher will introduce the Kermit the Frog Interview

(See video link below). Have a student hand out graphic
organizers (see below) while video is being set up to
encourage students to take notes.
Students will help hand out the

organizer and shut off all
electronics and put away
distractions.
Activity 1
Teacher will show the Kermit interview to the kids,

while the children take notes in the graphic organizer.
Teacher must maintain proper behaviour and respect
during viewing.
After watching the videos: teachers can get students to
talk in their table groups about what the students found
interesting about the video, and have them discuss what
they wrote.
Students will be watching the

interviews and writing down the
key concepts/questions of the
specific interviews shown.
(add more if needed)
Time est: 10 min.
Teacher will be walking around with a clipboard,

observing and listening to the students discussions.
Teacher can take notes on the quality of student
discussion.
Following the table group discussions, the teacher will
prompt students to share individually their findings,
among other things that they noticed during the videos.
The purpose of the discussion will be to begin
differentiating between a thoughtful interview from a
vague and fact filled interview.
Students will be discussing with

their table groups about the
video and sharing their thoughts.
Students will share ideas with

the rest of the class about what
they have talked about in their
table groups, elaborating on
relevance to a good quality
interview.
Transition
considerations
Teacher will introduce the short interview clips with

real people in difficult situations:
1. Holocaust Survivor
2. Residential School Survivor
3. POW Survivor
Teacher will hand out second Graphic Organizer (pg. 6)
Students will prepare their pens

and paper to respond using the
graphic organizer, and will again
dispose of all distractions.
Activity 2
Time Est: 15 min,
Teacher will play the second video comprised of three

clips
Students will respond to the

video using the graphic
organizer.
(shortened video can be found at this link:

https://youtu.be/zT8ShQEjbsQ full video links posted
below)
Following the video, the teacher will ask what questions
were commonly used to begin the interview, e.g. what is
their name? where are they from?
Teacher will prompt the students to discuss why gaining
background information is important.
Students will respond to

questions and partake in the
discussion of how an interview
is structured. Students are
actively listening and asking
questions if need be.
Students will pair up (groups of 2 or 3) and ask each

other simple background questions. (3 min)
Teacher will walk around and encourage students to ask
questions that they do not know the answers to. Take
notes where needed.
Activity 3
Time est. 10 min.
Conclusion
-
How will you know

if students learned
what you hoped?
Connections to
next lesson
Time est. 2 min
Teacher will call students back together and ask them to

read off some of their examples of other questions that
were asked during the video.
Students will respond

meaningfully to questions.
Teacher will ask students to identify which questions

were the most engaging and got the best answers.
Teacher will hand out exit slip and get students to write a
thoughtful question that they could ask their family
relating to identity.
The teacher can take these exit slips and review some
good examples of deep questions in the next class.
This will help add quality to the questions that the
students will be creating in the next lesson during the
family interview activity.
Students will be able to fill out

the exit slip by creating a
question that they could ask a
family member to gain insight
on how they view their identity.
Assessment:
-During the lesson, the teacher will take notes on student participation and use those notes to later assess student learning
and perhaps find ways to work with struggling students to deepen understanding. If student participation is lowered, the
teacher can conclude that they may not have a good grasp on the material, and can perhaps work with that student or
review concepts in class.
-At the end of the lesson, the teacher will hand out an exit slip as a formative assessment asking students a good question
that they could ask a family member to gain a deeper understanding of historical events that could have impacted their
families identity. Using these slips, the teacher can assess the student's grasp of the meaning of a deep question. The
teacher can review concepts next class if it seems like they are not well understood.
Accommodations/Modifications:
- Have a student who is unable to read/write pair with a student who can
- If the work sheets do not work out, the teacher can write the students ideas on the board.
Extension: After this lesson, the teacher could then move onto getting the students to create more questions that they
could ask their family, which then could lead to a full interview. The second lesson will touch on how this relates to
Canadian identity and events in Canadian history.
Kermit Interview (Ellen):
https://www.youtube.com/watch?v=1_AUn5poOmA
Residential School Survivor (full)
https://www.youtube.com/watch?v=PSR1uIyq2rU
Holocaust Survivor (full):
https://www.youtube.com/watch?v=cOvOpuSMS-U
Prisoner of War Survivor (Dresden) (full):
https://www.youtube.com/watch?v=qxpRNJan_xA
What did I see in the Kermit Interview?

What kinds of questions were asked?
How did the interviewer respond to the questions?
What are some things I would do if I were the interviewer?
What did I see in the Historical Interviews?

What kinds of questions were asked?
Holocaust Survivor
Res. School Survivor
POW Survivor
How did the interviewer respond to the questions?

Holocaust Survivor
POW Survivor
What are some things I would do if I were the interviewer?

Holocaust Survivor
POW Survivor
Lesson 2: Family Member Interview

Goals: This lesson meets the overall goals of the overarching question as it gets students to first think about
their identity, and what has happened in their family that has affected their own identity. By doing this on a
smaller scale, it will be easier for students to connect to different events, factors and individuals that have
impacted Canadas overall identity when discussed in class.
Objective (connected to PofS):
Students will learn about the different events, factors and individuals that have impacted their
family, and therefore have impacted their identity.
SOCIAL STUDIES OUTCOMES:
General Learning Outcomes:
NOTE: General Outcome 5.3 will be represented throughout each of our lessons.
General Outcome 5.3 Canada: Shaping Identity
- Students will demonstrate an understanding of the events and factors that have changed the ways of life in
Values & Attitudes
5.3.1: Appreciate how changes impact citizenship and identity
5.S.1 develop skills of critical thinking and creative thinking

Evaluate ideas, information and positions from multiple perspectives
Re-evaluate personal opinions to broaden understanding of a topic or an issue
Generate original ideas and strategies in situations of individual and group activities
Seek responses to inquiries from various authorities through electronic media
5.S.2 develop skills of historical thinking:

Use photographs and interviews to make meaning of historical information
English Language Arts Outcomes:
General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
1.2 - Clarify and Extend
Use others ideas to expand upon your own knowledge
Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Prelearning: Students have knowledge of other aspects of Social Studies that they can use to
bring into the discussions.
Main ideas: Student will be able to create meaningful questions that they can ask their family members to gain
insight on how historical events have shaped their families identity.

Each student will have a duotang/binder with at least 20 pages of lined paper to write on
Pencils
White/Chalk Board and Markers/Chalk for teacher to record answers
Consider all students may not have access to technology.
Students will already be seated in assigned table groups
A mix of stronger and weaker writers and readers
Ensuring that friends arent all sitting at one table together
Content:
Introduction
Time
estimation:
25 min.
Leading question:
What is identity?
Identity is how you represent yourself,
who you are, what you are and what
makes you, you.
Teacher provides five examples of what
her identity encompasses. (Married,
Teacher, Dog lover, Brown Haired, Blue
Eyes)
Teacher gets students to first individually
write down 5 ideas that create their own
identity.
Teacher will then ask students to take
turns and say their chosen characteristic
out loud, and record the answers on
Wordle (in order to create a visual of the
identity within their classroom.)
http://www.wordle.net
Now that the students have created the
classroom identity, the teacher can
continue to the assignment.
What are the students

doing?
- Students are
participating in
discussion, actively
listening to discussion and
asking questions for
clarity.
-Students will write down
5 qualities/interests about
themselves on their first
sheet of lined paper,
recording their identity
traits.
-Students will pick one of
these five characteristics
to share with the class.
-Students will look at the
wordle and think about
what kind of identity is
Introduce interview with a family

member assignment. How have historical
events in your familys history shaped
who you are as an individual?
The teacher will tell students that the
assignment to develop a series of
thoughtful questions, (with help from
Lesson One Objectives) to ask a family
member/guardian or an adult in your life
about what historical events have
impacted their family. Students will
conduct an interview with this person and
have the option to record their
information either on a written document
where students will act out the interview
in front of the class or can record their
interview (make a movie) to share with
the class on presentation day.
NOTE: If students do not feel they have
an adult to complete this assignment with,
teacher has to make it aware, that they or
other teachers within the school
community may also be interviewed to
fill this gap.
Transition
consideratio
ns
Activity 1
Think Pair Share
Time est: 10
min.
represented by their
classroom.
-Students will be listening
to the teacher and writing
down key points such as
the modality of the
assignment, the person
they think will interview,
when the teacher
describes the assignment.
Make sure students return their attention

to the teacher. Teacher waits for all eyes
on her.
Students are listening and

paying attention to
teacher.
-Teacher will introduce the next activity

by asking students to pull out lined
paper in order to record their questions
during the next activity.
-Students will think about

a question they can pose
to another student beside
them. (Their partner will
be the person sitting
beside them in the seating
arrangement, if need,
there can be a group of
three)
-Teachers will ask students to think about

a potential question they could ask a
family member to learn more about the
impacts certain events, factors, and
individuals have had on their family,
therefore impacting their own identity.
-Some questions to help guide:
-Pairs share the questions

they have come up with
individually and discuss
How did the First World War impact our

family life?
When did our family move to Canada?
and Where in Canada did our ancestors
move to?
Why did our family move to Canada?
further questions they

could ask their family.
-Students are writing
down possible questions
that they could ask their
family generated in their
pairs.
Teacher moves the students into talking

in their pairs.
Teacher circulates classroom and listens
to discussions, may join into some
discussions.
Teachers tells students to write down
their questions, in order to share with the
rest of the class.
Transition
consideratio
ns
Activity 2
Call students back to the group

discussion.
Students attention is back

on the teacher.
Brainstorming good questions to get

students to ask their family members.
Go through the pairs and ask what
questions they came up with. Teacher
writes all these questions on the board.
Students will be sharing

the questions they came
up in their pairs one by
one to the classroom.
Students are actively
listening and participating
with the rest of the class
in order to generate good
interview questions.
Time Est: 15
mins
Students will have pencil

and paper ready for the
conclusion.
Conclusion
-
How will you

know if
students
learned what
you hoped?
Connections
to next lesson
After the group discussion, teachers will

give students a chance to write down ten
questions from the board that they feel
would be beneficial in their interview to
a family member. If students do not have
fine motor skills, the alternative option
would be to type it up on the computer
with assistance.
Students will be writing

down ten questions that
they find interesting, that
they can ask their family
member.
Students will have their
ten questions so they are
ready to go home and
Time Est. 10
mins
Teachers will assign students to go home

and either videotape the interview or they
have the choice to write down the
interview answers.
Students will have one week to complete
this task.
interview a family
member. They will have
one week to complete this
assignment either in a
video or written format.
Students could be asking
questions for clarity at
this point.
Assessment:
Formative:
Reviewing the students notes
Circulating the classroom while students are in think, pair, share to ensure they are staying on task.
Teacher can carry around a clipboard and take notes on how students are contributing to their discussions.
By asking the pairs to generate a question to share with the class, the teacher is able to use this as a formative
assessment to see if they can create a good thoughtful question.
Ask for one question from each group to enforce input and to create a master list of interview questions
Summative:
Major summative assessment would be at the end of the unit.
Technology: Can interview using video and if that is not easily accessible, then the use of pencil and paper will
suffice
If some students are illegible, they may have the option of typing their interview up on a computer
Extension and extra time activity:
Writing a reflection on how the lesson/interview went for them and how it connects to shaping your personal
identity.
Ask Have these events that have affected your family also affected how you now look at your own identity?
Lesson 3: Famous Five

Goals/Key questions
Goals: The goal of this lesson is for students to understand and learn about gender inequality.
Through this lesson, students will learn how their identity of which gender they associate with
impacts their overall identity as well as their human rights. Therefore, this connects to the
overarching question because it shows students how this historical issue in the past is still
relevant to their individual identity today.
Objective (connected to PofS): Students will understand who the Famous Five are, and what they did that
left a lasting impact on Canadian identity.
SOCIAL STUDIES OUTCOMES:
NOTE: General Outcome 5.3 will be represented through each of our lessons.
General Outcome 5.3 Canada: Shaping Identity
-Students will demonstrate and understanding of the events and factors that have changed the ways of life in
Specific Outcome 5.3.2: Assess, critically, how the Famous Five brought about change in Canada by
exploring and reflecting upon the following questions and issues.
-Who were the Famous Five?
-How did they identify the need for change in Canadian laws?
-How did the changes brought on by their actions affect individual rights in Canada?
Specific Outcome 5.S.7 apply the research process
- use graphs, tables, charts and Venn diagrams to interpret information
- draw and support conclusions, based on information gathered, to answer a research question
LANGUAGE ARTS OUTCOMES:
General Outcome 2 Students will listen speak, read, write, view and represent to comprehend and respond
Specific Outcome 2.1- Use Strategies and Cues
Use Comprehension Strategies- Monitor understanding by comparing personal knowledge and experiences
with information on the same topic from a variety of sources.
Pre lesson Considerations

Lesson overview of main ideas to be learned and pre learning required:
Pre learning: Students will have background knowledge on how to research such as using credible sources
(Wikipedia is only a starting point). Students will have been introduced to the different
types of graphic organizers or note taking methods in order to effectively research their
topic and record their findings.
Main Ideas: Students will understand who the Famous Five are and what they did that left a lasting impact on
Canadian identity. Students will learn about inequality rights between men and women
and be able to see how things have changed throughout time.
-iPads or computers for every student in the class if they chose this modality
-a selection of graphic organizers for students to choose from and use during there research
-pencil/ writing utensils
-Entrance slip provided by the teacher (questions will be written on the board)
-KWL chart provided by the teacher
Content:
Introducti
on
Time
estimation:
5 mins.

Include Key questions, logistics, key concepts
that will be addressed, methods of formative
assessment
Teacher will hand out slips of paper and get
students to answer these questions in 1-2
complete sentences. Students will have 2-3
minutes to write their answers.
-Have you ever wanted something so bad but
you were not allowed to have it? What did you
want and how did it make you feel?
Teacher will read through these entrance slips

during the video to grasp an understanding of
what certain things their students have wanted.
This is a good way for teachers to see if their
students are meeting all of there basic needs.
Teachers must know Maslows Hierarchy of
needs to understand this concept on a deeper
level.
Transition
Teacher will assign one student randomly to
consideration collect all of the entrance slips and put them on
s
the teachers desk.
Activity 1
(add more
if needed)
Time est:
25 mins
Teacher introduces the Famous Five as 5

women who also wanted something so bad
though were not able to have it. Teacher plays
this video.
https://www.youtube.com/watch?
v=if_pyx5dm9Y
After the clip finishes, teacher will hand out a
KWL chart (See page 25) for students to start
to fill out in regards to the Famous Five. KWL
(What I KNOW, what I WANT to know, and
what I LEARNED). Students must create at
least 5 questions for the WANT to know
column.
As students are filling out chart, teacher is
circulating the classroom and observing the
kinds of background knowledge students are
recording, and what kinds of questions they are
asking. Teachers can spark discussion with the
students about key points they have wrote on
their charts. This is a form of formative
assessment as teachers are able to see what
students know prior to more in depth research.
This also allows teachers to see where students
What are the students

doing?
Students will fill out the
entrance slip given to them
by the teacher as they enter
the room.
Chosen student will collect

entrance slips and place
them on the teachers desk.
Other students will be sitting
quietly in their desks.
Students have the choice to
listen to the video or to take
notes on their lined paper in
order to help them stay on
task.
Students will fill out the
chart in the K and W section,
and leave the L section for
after their research project is
complete (this will be
introduced soon). Students
will use their previous
learning from lesson one in
creating their questions for
the WANT column in the
chart.
would like to go with the topic. This is

engaging the students as they are being a part
in directed they learning as they are creating
questions that they want to find out the answers
to.
Transition
consideration
s
Activity 2
Time Est:
25 mins
Teacher will describe that students are now

going to find the answers to 3 of the questions
in their WANT section of the KWL chart.
Teacher explains that students must write 5-8
sentences for each question they have chosen.
Teachers will inform the students that they do
not have to finish their research and sentences
in todays class, they will have additional time
to work on it in the following class.
Students will be choosing 3

questions from the WANT
section of their KWL charts
to begin research on.
Students will have to write
5-8 sentences on each
question they chose on a
piece of lined paper.
Teacher will provide students with the option

of using computers and iPads in the classroom
to research their information. Teacher will also
provide some hard copy books as resources to
use.
Conclusio
n
Time Est: 3
mins.
Teacher will be circulating the classroom in

order to ensure that the students are staying on
task.
Teacher will gather the class together for the
last 3 minutes of the period in order to grasp
where the students are at in completing the
assignment. Teacher can ask students (and by a
show of hands):
-Who is completely done the assignment?
-Who has one research topic left?
-Who has two research topics left?
Students will be raising their

hand following the
appropriate prompt of where
they are in their assignment.
Teachers will make students aware that they

will have an additional 30 minutes to work on
the assignment in the next class or on a
different subject during this time. After that 30
minutes, students are required to finish this at
home.
Assessment:
Formative:
-Entrance Slip: To gain an understanding of the students background in order to connect their personal
lives to the lives of the Famous Five Women. The slip is also a way of establishing and reassuring that the
students basic needs are met, touching on Maslows Hierarchy of Needs.
-KWL Chart: This chart allows the teacher to understand which of their students had previous
knowledge on the Famous Five Women and those that did not. This chart is also a form of assessment in which
can allow the teacher to notice if the students are posing good and thoughtful questions derived from Lesson 1.
- For those students that are unable to type/use the computer or iPad, they can research using hard copies
of text books.
- Audio books will be provided for those that have a lower level of reading.
- If a student is unable to read or write, the teacher will also provide the option of having a buddy for that
student so that they are both able to work on the project together.
Extension and extra time activity:
- There will be a time extension of 30 minutes for the next class as described above in the conclusion. If
students are done before this class is done, they have the option of finding another person who is done
and sharing their findings. If they are the only student done, they can research one more questions from
their WANT to learn column.
Reflection on how the lesson went.
KWL Chart on The Famous Five

Name: __________________________________
What I Know
What I Want to Know
What I Learned
C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
Megan Axford:
Throughout the mini unit lesson plans, we were able to elaborate ideas learned within class and were able to
connect our lessons back to our overarching question. Our overarching question is How have events, factors, and
individuals in Canadian history shaped how Canada is seen today? This is a very broad question, and therefore takes
more than three lessons in order to go into depth on the various topics that should be addressed. Our first lesson acts as
a direct precursor for lesson two on the interview, as lesson one focuses on making good questions and introduces
students to different kinds of interviews. Students are engaged through the different videos and graphic organizers to
keep them on topic. This lesson is important so that students in lesson two can effectively make thoughtful questions
and create a meaningful interview. Lesson two gets students to think about how historical impacts have affected their
own family. By putting this topic in a personal view first, students will be able to see the connections how these events
shape not only their personal identity, but also Canadian identity. This connection allows for greater understanding
when approaching the overarching question. The third lesson gets students to learn more about the Famous Five,
individuals who have greatly impacted Canadian history especially for women. These lessons act as a scaffold to the
performance task that would be given at the end of the unit, after many more lessons. The performance task connects
all lessons together and is a fair, valid and reliable summative assessment. Throughout the lessons, we have tried to
create many possibilities for students to take control and make them responsible for their learning in a hands-on effect.
I believe that our lessons go hand in hand with the learner centered ideology as the main goal is for students to learn
throughout the activities. Although, this unit could also be considered to fall into the Scholar Academic ideology as
students are learning a lot about historical events that have impacted Canadian history. These two are intertwined
throughout the unit as students are incorporating learning these facts about the past through their own personal
exploration. The teacher also gives choice for the students within the lessons, for example in Lesson 2, students are
able to choose between the creating a hand written interview where the writer and a friend would act out the scenario
or making a movie to present to the class. The teacher focuses on differentiation and takes into account the different
students within the classroom. Roscoe says that differentiation means modifying something to make it different (p.
14, 2012). Through the teachers instruction and planning they have taken into account how these their will be many
differences present within the classroom. This touches on KSA 5 which focuses on accepting and responding to
students learning and working at different levels and speeds. This is extremely relevant within lesson 3 as the teacher
checks through a hands up if.. activity to understand how far along students are within the assignment. I feel this
would be an effective way of teaching the material as the way the lessons are set up students are able to connect on a
personal level to a topic before knowing the historical background facts. These lessons engage the students as there is a
lot of opportunities for students to choose what they are learning. These three lessons focus on questioning, and
students are able to create their own questions to find out what they want to know about a subject to go along with
questions created by the teacher. There is also a variety of different activities that are present throughout the lessons to
keep students involved and on task such as videos, discussions, think-pair-share, graphic organizers and KWL charts.
The students work collaboratively through many of these activities within the lesson which is important as students
need to learn about cooperation. Roscoe describes that cooperative learning strategies take advantage of the inherently
social nature of learning by building social interaction and support into learning activities (p. 25, 2012). These are all
put in place to keep students focused on the present subject matter through getting students to work with their peers.
Scaffolding is also prevalent through the guidance to make sure the questions students are creating are relevant.
Students throughout these lessons, and other corresponding lessons, are learning about how their country got to where
it is today. Through activities such as interviews, videos, researching and discussions students are learning about the
background history of their country and are creating connections with Canadas identity as well as their own.
Janelle Leegstra:
Throughout the process of creating this mini unit, I have learned a lot about what is important to include in a
lesson plan. I have learned that the creation of lesson plans in not about just having something to present, but there is
so much more that needs to be included and thought about in order to accommodate for students and to make this a
valuable learning experience. In our lessons, I believe we incorporated differentiated learning on multiple occasions, as
well as a thoughtful description of how things connect back to the curriculum, so that the teacher is never lost as to
why they are teaching and where they are headed.
Each of our individual lessons ties back to that original question, How have events, factors, and individuals in
Canadian history shaped how Canada is seen today? Although these three example lessons are only precursors to the
more in-depth material that will be presented later on, it is clear that these lessons are guiding students to look deeper
into this issue, and will help them at a later date to create their final assignment. By teaching them how to ask good
questions, students will know it is important to look deeper into the lives of people who have come before us, in order
to better understand where we are today. By setting kids up to do an interview with family members, we have taught
the children not only to continue to ask guiding questions, but also to connect these lessons to their own lives. This
personal connection will create deeper learning. The basic introductory lesson for the Famous Five allows the teacher
to gather what students have for background knowledge, and will guide future lessons about the Famous Five.
Although it is clear that this unit will take place over the course of a few weeks, these lessons set a great foundation of
learning for the students, and will allow the students to make better connections to their own learning.
In our lessons, we talked often about considerations and pre-learning, to be aware of what students will need to
know and what they might not know. We took into account that we may or may not need to guide students through
each lesson with our own questions, or that its possible the students will take charge and guide the lessons on their
own. We hoped that through the course of these lessons, students would build their understanding, and this would give
us a good push towards future learning.
We included differentiated learning on multiple occasions in our lessons. Students were given opportunities in
all three lessons to incorporate their own skills and knowledge as well as use multiple methods of expression and
research. For example, in lesson one, discussion was open, and students could bring their own ideas to the foreground.
In lesson two, students were given multiple options as to how they could conduct their interview, and how they would
record their answers. In lesson three, students could research their ideas in multiple ways, and this would give them the
opportunity to keep their interest levels up.
These are just a few examples of how each lesson encourages deeper learning, and helps kids come to an
understanding of the topic at hand. It is important to include these in all lessons, so that no kid is left behind, and
everyone is excited to learn.
Kayla Matkowski:
Our Mini-Unit revolved around the overarching question, How have events, factors, and individuals in
Canadian history shaped how Canada is seen today? Through each of our lessons, we constantly provided activities,
discussions and questions that would essentially link to the concept of identity. Although two of our lessons were more
personally based on the students identities, they were crucial to have in order to know how to develop questions for an
interview and to eventually learn how their identity connected to Canadas identity; a more apparent connection shown
in Lesson 3 of our Unit. In lesson 1, we focus on the students ability to form good and thoughtful questions. With the
use of graphic organizers, exit slips and lots of partner and group discussion, this lesson, for the most part, is based off
of the Scholar Academic ideology. This lesson is strictly knowledge based and videos and graphic organizers are the
only activities that are available to the students to understand the concept of making a good, thoughtful question, as it
will help them in the end when writing their letter to a historical figure (the performance task).
In lesson 2, the focus is the family member interview. Students continue to discuss thoughtful questions but put
them in context of an interview by conducting mini-interviews with a partner. Students focus more on what to ask in
an interview in this lesson. Through the wordle activity of sharing their personal identities and sharing their good
questions to the class, the students are engaged. This lesson provides more of a Learner-centered ideology in the sense
that there is some choice given in the activities, such as being able to hand-write or type questions or the choice of
working individually or in pairs and when assigned the assignment, they can choose which format they would like to
complete the interview in.
Lesson 3 focuses on the Famous Five women; one of the category options for when students write their letter
to a historical figure (performance task). This lesson includes a video clip introducing the Famous Five, a KWL chart
group project and time for an individual research project. This lesson starts out as scholarly academic based, as there is
only one activity for every student. Although one choice is being given to every student, students still have the choice
in how they would like to complete that activity; they are able to work together or alone and can use books or a
computer for the individual research portion.
Roscoe states, planning and preparing for effective instruction so that students are neither bored nor
frustrated is a major component of teacher effectiveness (Roscoe, p. 34, 2012). We ensured that within each lesson,
we created more than enough activity for the students to do so that they would never be bored. For example, in each
lesson, we included an activity for the students to do if they were done their assignment. In lesson 3, students were
asked to share their research with another student, and for lessons 1 and 2, students were asked to write a reflection
piece on what they had completed in the class. As teachers, we made it a requirement to include extra time activities
such as the ones listed above so that, 1) We, as teachers would be prepared and 2) The students would constantly
remain working and therefore, never be bored.
All of the activities we chose for our lessons were engaging and allowed for a positive learning environment.
According to Davies, a positive learning environment consists of giving the students time to learn and for them to feel
safe in the classroom so that they can make mistakes because that is perfectly acceptable (Davies, p. 34, 2011). For
example, in Lesson 1, we provide the students with graphic organizers so that they are able to individually fill these
out, but they are also able to converse with a classmate or two, therefore representing the instructional strategy of small
group learning (Roscoe, p. 16, 2012). In lesson 2, the students are engaging in a positive learning environment by
pairing with students to ask them interview questions and they are also engaged in the class by providing the teacher
with one characteristic that makes up their personal identity, eventually adding to the classroom identity through
wordle. In lesson 3, activities such as the KWL Chart and individual research are used. Although the individual
research is not as engaging, a KWL chart is filled out first with a group, not only using the group project instructional
strategy, but this also allows for students to feel comfortable with their ideas before throwing themselves into their
research. The individual research allows for the students to learn on their own time and to make mistakes while having
their teacher there for assistance, therefore encompassing a positive and constructive learning environment.
ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment
Scaffolding Lesson Plans

Lesson 1: How to make thoughtful questions
Description
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s
How does your lesson

scaffold to your
performance task?
What core assessment

concepts inform your
design choice?
Within Lesson 1, the students learn Davies discusses various assessment

what a good and thoughtful question concepts, yet one that is strongly
is and in turn, are able to create
apparent in Lesson 1 would be
thoughtful questions on their own/in encouraging both a positive and
groups. Through watching two
constructive learning environment.
different interviews, students are
Throughout our lesson, we ensured
able to take key concepts from both that activities were done in a positive
videos to apply to their graphic
and safe classroom and learning
organizers. When students complete environment. According to Davies, in
their performance task of a letter to order for there to be a positive
a historical individual, one of the
learning environment, it is essential
criterions is making quality
for students to take time to learn, to
questions. This will allow the
make mistakes and to feel safe in
students to think back to the first
taking risks (Davies, 2011, p. 15). In
lesson and therefore be able to relate lesson 1, students are creating a lot of
their previous knowledge of creating their own ideas and working
thoughtful questions to writing their individually, which will allow them
letter.
to make mistakes and if they do, to
know that it is okay, as they later on
will work in groups to collaborate
and to see which answers are similar
and which answers could improve.
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will
you use that
How does your use of

formative assessment
reflect key assessment
concepts?
Description
of what
teacher is
doing:
Think pair share: This activity is For the use of formative assessment,
used to get students to consider why we incorporated the following
they think an interview would be
techniques into lesson 1: Think Pair
important, and why good questions Share, Graphic Organizers and Exit
should be used in this situation. The Slips. Each technique ties into the
teachers responsibility is to discuss concept of creating a positive and
the purposes of an interview, and
constructive learning environment.
how there can be good/bad
With Think pair share, students to
questions during an interview.
consider why they think an interview
Graphic Organizers: Teacher will would be important, and why good
show the Kermit interview to the
questions should be used in this
kids, while the children take notes in situation. Students are able to think
the graphic organizer.After
of their own answers first and then
watching the videos: teachers can get to share with a buddy; this creates
get students to talk in their table
a form of peer-assessment and allows
groups about what the students
the student to be more comfortable
found interesting about the video, with their own answers before
and have them discuss what they
sharing them to the class. The
wrote. Teacher can take notes on
graphic organizers are used for both
the quality of student discussion. the Survivor interviews and the
Following the table group
Kermit interview. According to
discussions, the teacher will prompt Davies, it is important for students to
students to share individually their be provided with models, exemplars,
findings, among other things that
etc in order to help with learning and
they noticed during the videos. The understanding of expectations
purpose of the discussion will be to (Davies, p. 15). By providing these
begin differentiating between a
exemplars of the graphic organizers,
thoughtful interview from a vague the students will understand what is
and fact filled interview.
expected of them and in turn, will
Exit Slips: Teacher will hand out most likely do better. The exit slips
exit slip and get students to write a provide another technique of
thoughtful question that they could formative assessment, as the teacher
ask their family relating to identity. can see if the students can write a
The teacher can take these exit slips good and thoughtful question that
and review some good examples of they could potentially ask a family
deep questions in the next class.
member (linking to Lesson 2). This
This will help add quality to the
exit slip connects school life to home
questions that the students will be life and provide another way for
creating in the next lesson during students to show what they know and
the family interview activity.
to give proof.
Description of
what students
are doing:
Think Pair Share: Students will

engage with peers and think
critically to gain an understanding
of the purpose of an interview.
Graphic Organizers: Students will
be watching the interviews and
writing down the key
concepts/questions of the specific
interviews shown. Students will be
discussing with their table groups
about the video and sharing their
thoughts. Students will share ideas
with the rest of the class about what
they have talked about in their table
groups, elaborating on relevance to
a good quality interview.
Exit Slips: Students will be able to
fill out the exit slip by creating a
question that they could ask a family
member to gain insight on how they
view their identity.
Sequence of
key
questions:
In lesson 1, introductory
questions are asked such as,
what differentiates a bad
questions from a good
question? in order to begin
the lesson. Prompt questions
are used to initiate the
background questions
activity such as, What is
their name? Where are they
from? The students then
pair up and are required to
ask each other background
questions. Although there
arent as many questions
being asked directly by the
teacher in lesson 1, students
are required to fill out
multiple graphic organizers
when they watch the
interview videos. By filling
out these organizers, the
students are required to
answer questions or fill out
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Opening (10 mins): In our

introduction, we simply
engage the students in a
discussion by asking them
why we need to ask
questions and what the
difference is between a good
and bad question. The
students are then put into
pairs to discuss why there
are bad and good questions
in an interview and what the
importance of an interview
is.
Content (35 mins): In the
body of our lesson, we show
two video clips of interviews;
one is an interview with
Kermit the frog and one is a
combined video, which
consists of interviewing a
Holocaust survivor, a
residential school survivor
and a POW survivor. The
students are required to jot
down key points and
questions from both video
clips in the form of a graphic
organizer. After discussing
their graphic organizers,
students will be asked to
read off some examples and
to identify which questions
were the most engaging and
got the best answers.
Closing (2 mins): The
closing of our lesson
comprises of an exit slip.

Lesson 2: Family Member Interview
Description
Lesson
Overvi
ew:
Lesson
Outcome:
Lesson
Descriptio
n:
Instructi
onal
Processe
s

scaffold to your
performance task?

design choice?
In lesson 2, the teacher

Triangulation is evident within
introduces an assignment to each of our lessons,
the students: The Family
specifically in Lesson 2. The
Member Interview. Through teacher uses Wordle and
using wordle, think pair
Think Pair Share as
share and other
predominant techniques of
collaborative techniques,
formative assessment. Within
students are able to share
each activity, the teacher
their ideas with their
assures that there is
classmates about their
conversation, observation
identity and about questions and collection of the product
they can ask their
(Davies, p. 46). When using
interviewees. When students wordle, the teacher sparks
are writing their letter to the conversation by asking the
person of their choice, they students of 5 ideas that
might be able to use
create their identity and asks
questions that they used in them to share. Observation
their interview. Another
and collection of the product
piece of criteria within the
is present when the final
performance task is the
product of the classroom
connection between
identity is represented on the
personal identity as well as board. The teacher can
Canadas
historical identity; observe
howyour
the students
What formative
How does
use of
you use that
concepts?
Description
of what
teacher is
doing:
Wordle: To understand the

Our use of formative
term identity, the teacher
assessment is constant within
gets the students to write
Lesson 2 because it is
down 5 ideas that create
important to understand how
their identity and then asks your students learn
each student to share 1 idea. throughout each lesson and
By creating a wordle, the
to check on them to see if
students get to see what
they understand the concepts
makes up their classroom
and if they dont, the teacher
identity. From this activity,
needs to know how they can
the teacher will see which of alter the lesson to meet all of
their students understand
their students needs.
identity and which of the Through using formative
students do not, allowing
assessment techniques such
them to know if they can
as wordle, think pair share,
move on with the lesson or brainstorming and just
not.
walking around to observe,
Brainstorming/Think Pair
the teacher reflects on a few
Share (TPS): This is another key assessment concepts,
but the one that we focused
technique that the teacher on the most was triangulation
uses in our lesson to see if as discussed above.
the students are grasping
the concept of the lesson to
ensure the teacher if they
are moving at the right pace.
After discussing identity and
knowing how to make
thoughtful questions,
students are paired together
to discuss which questions
they could potentially ask
their interviewees. At the
end of TPS, the teacher
writes one question on the
board from each group to
create a master list of
questions the students could
Description of
what students
are doing:
Sequence of
key
questions:
Students participate in a lot

of group work within lesson
2. They are required to write
down 5 ideas of what creates
their own identity in order to
make up a classroom
identity. Students are also
expected to participate in
class discussions, for
example, when they come
up with a good interview
question with their partner,
they are required to share
that question with the class.
Once the teacher as the
master list of questions on
the board, students need to
write
which questions
Withindown
this lesson,
the first
question that is asked is,
What is Identity? This is an
introductory question that
begins the lesson and gives
the students an idea of what
they are going to learn in
that class. When students
are asked to think about a
potential question they could
ask a family member, the
teacher gives the students
some questions to help
guide this activity so that the
students are not lost and
know what is expected of
them. Some of these
questions include: How did
the First World War impact
our family life? and Why
did our family move to
Canada? We also added a
question at the end of the
lesson as an extra time
activity, to give the students
something to write about
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Opening (25 minutes):

Our opening activity is
asking the students what
identity is and then asking
them to create their own
identity. This introduces
them to the topic in an
enjoyable and engaging way.
Content (25 minutes): As
for the content of the lesson,
the teacher gets the
students to brainstorm both
individually and in pairs
(Think Pair Share). The
students are asked to think
about a potential question
they could ask a family
member to learn more about
their familys history. After
thinking about this question,
they are able to share with a
partner and then to
eventually share it to the
class, in the end, making a
master list of questions for
the class to choose from
when conducting their
interviews.
Conclusion (10 minutes):
The conclusion is to wrap up
the lesson and in doing so,
we made sure that the
students know what their
assignment is and to allow
any questions they may
have. The conclusion also

Description
Lesson
Overvi
ew:
Lesson
Outcome:

scaffold to your
performance task?

design choice?
In Lesson 3, the main task of Due to the fact that Lesson 3

the students is completing relies heavily on conducting
research on the Famous Five research, the core
Women. By introducing the assessment concepts that are
students to the Famous Five most prevalent would be both
by completing an entrance reliability and validity. As the
slip, watching a video and
students are researching
then asking them to
individually, one of the
complete KWL charts, the
teachers responsibilities
students have a good head should be to observe and see
start on what they are going if the information that is
to learn about in the lesson. being gathered is appropriate
By conducting research on to what they are studying;
the Famous Five Women, the validity (Davies, p. 47). The
students have now gained a teachers other main
concrete understanding on responsibility is to ensure
one out of the several
that the students research is
options they have for when consistent and dependable
they write their letter. Since and that the research is free
the students researched the of systematic, or built-in,
Famous Five, they will feel
errors (reliable). Because the
more comfortable with that students have the choice of
topic and therefore feel well using technology, errors
suited for writing their letter. could come in play, becoming
There will be more lessons to an unreliable resource.
follow that will touch on the
Lesson
Descriptio
n:
Instructi
onal
Processe
s
Description
of what
teacher is
doing:
What formative
you useSlip:
that
Entrance
The Teacher will
How does your use of

concepts?
Throughout Lesson 3, there is

collect and read through these
constant formative assessment. The
entrance slips during the video to most evident forms would be the
grasp an understanding of what
entrance slip that is provided at the
certain belongings their students
beginning of class and the KWL
have wanted. This is a good way for chart in reference to the Famous
teachers to see if their students are Five. In regards to the entrance slip,
meeting all of their basic needs.
the teacher needs to make sure that it
Teachers must know Maslows
assesses what they intend for it to
Hierarchy of needs to understand assess. The entrance slip asks
this concept on a deeper level.
students whether they have wanted
KWL Chart: After watching the something so bad but could not have
Famous Five clip, the teacher will it. The teacher needs to understand
hand out a KWL chart for students that the students may not take the
to start to fill out in regards to the question seriously; the students may
Famous Five. The teachers
not grasp the concept that they are
responsibility is to observe the
intended to grasp. The teacher has to
students answers so they can see keep in mind that the question they
what was taken from the video and are asking is subjective and therefore
to also see what the students want to could result in multiple answers. This
learn in order to encourage them to slip is less for seeing which answers
research those questions. The KWL are right or wrong but more to see
chart will be a great start for the
how the students perceive this
students to start their research
concept in the form of a question.
project.
Description of
what students
are doing:
Entrance Slip: Students will come

into class and answer the question
that is written both on the board as
well as the sheet of paper, Have
you ever wanted something so bad
but you were not allowed to have it?
What did you want and how did it
make you feel? The students will
be able to answer the question
subjectively in a safe environment
and will hand it directly to the
teacher, as it is only for the teachers
knowledge.
KWL Chart: Students must create
at least 5 questions for the WANT to
know column. Students will fill out
the chart in the K and W section,
and leave the L section for after
their research project is complete
(this will be introduced soon).
Students will use their previous
learning from lesson one in creating
their questions for the WANT
column in the chart.
Sequence of
key
questions:
The first question in our lesson is,

Have you ever wanted something
so bad but you were not allowed to
have it? What did you want and how
did it make you feel? which is
found on the entrance slip. This is
our introductory question that leads
into talking about the Famous Five.
The other key questions that are
found within our lesson are from the
students. The students have the
opportunity of marking down the
questions they want to know about
the Famous Five and those will be
the questions that guide their
research with. The final key
questions are the questions that the
teacher asks in the conclusion to
make sure they know where the
students are in the research process.
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
Opening (5 mins): Our

opening activity in lesson 3
is the entrance slip for the
students. All that is done in
the opening is asking the
students to write their
response to the question and
that it will be addressed later
in the lesson (the next
class).
Content (50 mins): The
content of the lesson
includes the Famous Five
video clip, which introduces
the class to who the Famous
Five are. The next activity is
the KWL chart in which links
to the Famous Five video.
This activity allows the
students to fill out what they
know from both their
previous knowledge and the
video clip, and what they
want to know, as a guide for
their research. The learned
column will be filled out in
another lesson once every
student has completed his or
her research.
Closing (3 mins): These
three minutes are for the
teacher to touch base with
their students to see where
they stand in their research.
ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am
using? Ensure that you fully defend each salient point you wish to bring
out.
Rationale: Ed Technology

Lesson #2: Family Member Interview
Description
Describe how communication

technology used in the lesson/s,
will promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using
Lesson
Overvi
ew:
Lesson Outcome:
5.S.1 develop skills of critical thinking and
creative thinking
Evaluate ideas, information and positions from
multiple perspectives
Re-evaluate personal opinions to broaden
understanding of a topic or an issue
Generate original ideas and strategies in
situations of individual and group activities
Seek responses to inquiries from various
authorities through electronic media
5.S.2 develop skills of historical thinking:
Use photographs and interviews to make
meaning of historical information
ICT C.1- Division 2
Students will access, use and communicate
information from a variety of technologies.
By giving the students the option of using either a

video camera or paper and pencil when conducting
their interview, they are given the choice to use
technology. It is important to give the students the
option of using technology because although it is a
reliable and enjoyable source, technology can
aggravate and not resonate well with some students;
becoming more of a disadvantage than a benefit.
One of our specific learning outcomes within Lesson
2 is to evaluate ideas, information and positions from
multiple perspectives. We found that an interview
would be a suitable assignment for this outcome so
that students could gain an understanding of
historical events through different perspectives of
individuals that have undergone these events. By
using a video camera, iPad or a recording device to
record this interview, students are using technology
to achieve the outcome of 5.S.1- Developing skills of
critical thinking and creative thinking. Although they
have the choice of completing the interview on paper
or by using a video camera, the technology option
would be more efficient if the resources are available
for the students. By recording the interview, the class
is able to have a visual and hear the interviewee and
create that personal connection rather than just
watching two of their peers act out the interview.
Lesson Description:
Students could be using technology in order to
complete the requirements of the assignment.
The students could be using the telephone in
order to call a family member that may not live
with them if they want to interview a person far
away. Students also have the option to take a
video and record them interviewing a family
member. Note: Their interviewee could be a
family member, someone close to them or a
teacher.
Instructi
onal
Processe
Description of what teacher is doing:
s
Describe any potential downsides

to using this technology.
With technology, there is always the chance that the

device could crash, therefore losing the entirety of
The teacher is helping students create the
questions for their interview and prepare them the assignment. Teachers have to keep this in mind
when planning their lessons so that they have
to complete the assignment at home. The
teacher can also act as a family member to be alternative options, ones that may not include the use
interviewed if a student does not feel they have of technology. Teachers have to be mindful that the
someone appropriate to interview at home.
technology their students are using could fail last
minute and therefore be able to provide them with an
extension if need be.
Description of what students are doing:

Some students who feel they do not have enough
Students choose their interviewee and based on skills to use the technology may choose to hand
this choice, they then choose what kind of
write the assignment and therefore continue to limit
their experience with technology. Depending on
technology they would like to use for this
assignment. They have the choice to call
which school, there could be limited access on
someone who does not live at home with them checking out iPads or recording devices, which may
and they also have the choice to videotape the make it difficult for some students to create the
project if they dont have the technology available
interview. If students do not feel they have
developed strong enough skills to use
for them at home.
technology, they are able to hand write the
answers and then with a friend, present verbally
in front of the class. Students who choose to
videotape the interview can use iPad, computers
or recording devices to tape themselves.
Sequence of key questions:
Overarching Essential Question: How have events,

factors, and individuals in Canadian history shaped
how Canada is seen today?
Lesson 1: What are the key components of
conducting a successful interview?
Lesson 2: How have historical events in your
familys history shaped who you are as an
individual?
Lesson 3: How were the actions of the Famous Five
relevant in Canadian history?
Evidence of Lesson
Components (opening,
closing, content, timeline)
This lesson meets the overall goals of the

overarching question as it gets students to first think
about their identity, and what has happened in their
family that has affected their own identity. By doing
this on a smaller scale, it will be easier for students
to connect to different events, factors and individuals
that have impacted Canadas overall identity when
discussed in class.
Wordle is used as an introductory activity for this
lesson to show strong themes of identity within the
classroom. This is a source of technology that is used
by the class as a whole.
Think Pair Share: Students first individually think
about a question they could ask in the interview and
then pair up with another student to share their
questions and create another question together.
Students will then share the question they created
collaboratively to the rest of the class.
Brainstorming: Class creates a master list of
questions to choose from for their interview
assignment.
Interview Assignment: Students use questions from
the master list to create an interview with the person
of their choice. This is where the students have the
choice to use technology on their own.
EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology
Value: 20 10 marks
How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych and
submit your url into Moodle.
Rationale: Ed Psychology Defense

Lesson 1 title:
Description
Lesson
Overview:
Lesson Outcome:
Students will understand who the
Famous Five are, and what they
did that left a lasting impact on
Canadian identity.
Social Studies General Outcome
5.3- Canada: Shaping Identity
Students will demonstrate an
understanding of the events and
factors that have changed the ways
of life in Canada over time and
appreciate the impact of these
changes on citizenship and
identity.
Language Arts Specific Outcome
2.1- Use Strategies and CuesUse Comprehension Strategies:
Monitor understanding by
comparing personal knowledge
and experiences with information
on the same topic from a variety of
sources.
Lesson Description: This lesson
focuses on the Famous Five
women and how they wanted
something, though was not allowed
to have it. The entrance slip is a
way for students to think of this
topic first in a personal context and
in turn, will be easier for them to
relate to.
Connections to Learning Theories &

Demonstration of Attention to a Classroom
Structure and Climate
Throughout Lesson 3, Maslows Hierarchy of Needs is
addressed within the opening activity in the form of an
entrance slip. The students are asked Have you ever
wanted something so bad but were not allowed to have it?
What did you want and how did it make you feel? This
questions digs into the students personal life, as it gives
them a subtle opportunity to express if their basic needs
are or are not being met. These are confidential and only
the teacher will have access to reading them.
Instructio
nal
Processes
Description of what teacher is

doing:
The teacher is looking over the
entrance slips during the duration
of the Famous Five video clip. The
teacher has six minutes to do this,
and in that time is able to quickly
skim over the slips to see if there
are any alarming answers. If any
answers stand out, the teacher can
address these concerns with the
individual student during the time
given for their research project.
Teachers have to have a basic understanding of

psychological principles and concepts, especially those
that relate to a childs well-being. By having this
awareness, teachers are able to positively contribute to
their students learning. If a student does not have their
basic needs met, this could affect them academically. This
could also inform the teacher of how their students are
performing in the classroom. For example, if they are
tired and sleepy all the time, or not getting sufficient
nutrition intake, this will affect them emotionally,
physically and mentally. This could also relate to the
strength of students motivation. If students basic needs
are not being met, there is a strong correlation to what
level of motivation that student could possess.
Description of what students are

doing:
The student is filling out the
entrance slip provided by the
teacher. This gives the student a
safe environment to bring up any
concerning issues at home. In
order for the student to feel safe by
writing down these issues, students
must feel they have a reliable
relationship with the teacher.
Sequence of key questions:
Overarching Essential Question:
How have events, factors, and
individuals in Canadian history
shaped how Canada is seen today?
*See above as this description corresponds to both what

the teacher and the student are doing.
* This is the lesson that focuses on Maslows hierarchy of

needs through the entrance slip that is given to the
students. Although this lesson does not focus solely on the
students basic needs, the beginning of class is dedicated
to the students and seeing how they are feeling
individually.

Lesson 1: What are the key
components of conducting a
successful interview?
Lesson 2: How have historical
events in your familys history
shaped who you are as an
individual?
Lesson 3: How were the actions
of the Famous Five relevant in
Canadian history?
Evidence of Lesson
Components (opening,
closing, content, timeline)
The goal of this lesson is for
students to understand and learn
*Note the entrance slip is discussed in detail above

of how it directly relates to psychological disciplines.
Throughout this lesson, students are given
responsibility in guiding their own learning. If
about gender inequality.

Through this lesson, students
will learn how their identity of
which gender they associate
with impacts their overall
identity as well as their human
rights. Therefore, this connects
to the overarching question
because it shows how this
historical issue in the past is still
relevant to their individual
identity today.
Entrance Slip: The entrance
slip is a way to introduce the
activity and the discussion
about the Famous Five. More
information can be seen above.
KWL Chart: The KWL chart
allows students after they watch
the video clip to fill out the first
two sections of the chart. They
are using their previous
knowledge to create questions
they want to know about the
Famous Five.
Research: The students are able
to find the answers to these
questions they have previously
created that sparked their
interest.
Check: The lesson closes with a
hands-up check in to see where
students are at. This focuses on
KSA 5 as some students will
need extra time and teachers
have to remember this.
students are choosing what they want to learn they

will be more motivated to work on an assignment
and therefore more engaged. The KWL chart is a
main example as students create their own WANT to
know questions, allowing them to determine which
direction they want their learning to go.

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SUBMISSION TEMPLATE FOR MINI UNIT PLAN

Name of submitter: Kayla Matkowski

Mini Unit Plan (ASSESSMENT)

Teacher Kayla Matkowski

Students will have an in-depth understanding of how to create quality

- Canada: Shaping citizenship and identity.

Who were the Famous Five?

How did the changes brought on by their

How did the First World War contribute to the

How did the economic boom immediately

How did Lester B. Pearsons initiative within

Specific Outcome 5.S.2.

These outcomes Students will provide

2.4: Create Original Text:

Students will provide

Student Task Description

Letter shows basic

Letter shows poor

C&I Mini Unit plans

These are the guiding questions for our three lessons:

Connection to Program of Studies

General Learning Outcomes

Evaluate ideas, information and positions from multiple perspectives

Re-evaluate personal opinions to broaden understanding of a topic or an issue

Seek responses to inquiries from various authorities through electronic media

Resources that could be used within the Unit:

Part C: 3 Lesson Plans (separate pages for each)

Activity: How to make a good question

Pre lesson Considerations:

What is the teacher doing?

What are the students doing?

Teacher will first engage the students in discussion by

Students will be taking turns

The teacher will then prompt the class by asking what is

comment on the classroom policy, there are no bad

Students will be contributing to

Students will engage with peers

Teacher will introduce the Kermit the Frog Interview

Students will help hand out the

Teacher will show the Kermit interview to the kids,

Students will be watching the

(add more if needed)

Time est: 10 min.

Teacher will be walking around with a clipboard,

Students will be discussing with

Students will share ideas with

Teacher will introduce the short interview clips with

Students will prepare their pens

Teacher will play the second video comprised of three

Students will respond to the

(shortened video can be found at this link:

Students will respond to

Students will pair up (groups of 2 or 3) and ask each

How will you know

Time est. 2 min

Teacher will call students back together and ask them to

Students will respond

Teacher will ask students to identify which questions

Students will be able to fill out

What did I see in the Kermit Interview?

How did the interviewer respond to the questions?