Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus
Subject/Gra
de Level
Unit

Touching Spirit Bear

Humanities
Choreography
Foods 7

Date

Dance I.O.

Time
Duratio
n
Teache
r

Foods 8/9

Novel Study

November 21-25, 2016

80 minutes
DeAndra Sullivan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

GLO 2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other
media texts.
2.1 Use Strategies and Cues
2.2 Respond to Texts
2.3 Understand Forms, Elements and Techniques
2.4 Create Original Texts
SS 8.2.1, 8.2.2, 8.2.3, 8.2.4

LEARNING OBJECTIVES
Students will:
1. Identify and discuss character traits in relation to the novel, Touching Spirit Bear
2. Describe story line, and character development as we progress through the novel
each class
3. Relate the novel to their own life experiences when working through anger,
hitting road blocks, finding inner strength, etc.
4. Evaluate and examine circle justice pros/cons
5. Create their fourth Renaissance Project
6. Examine and identify new vocabulary words from the novel
7. Identify and evaluate symbols from the novel

ASSESSMENTS
Observations:

Products/Performa
nces

Student behavior and facial expressions while reading the novel, class
discussions, think pair share, small group discussions/work
Conferencing Re: 4th project
Small Activities: Venn Diagram, T Chart, Response Journal
VOCAB Graphic Organizers

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies ELA &

SS
Touching Spirit Bear Unit Plan developed by
the Regional Vancouver Island Aboriginal
Circle with the help of the Aboriginal
Education Branch at the Ministry of Education

MATERIALS AND EQUIPMENT

Laptop
Projector/smartboard
Class set of TSB novels
Activity handouts Venn Diagram
Renaissance Projects
Novel Study Projects
Project booklet

PROCEDURE
Prior to lesson

Write down list of who is missing Project #1 or #2

Ask who is resubmitting Project #2/3
Conference list/High Priority list by Wednesday
Introduction
1. Attendance
2. Hand out novel buckets (if needed)
3. Quick review of day/lesson prior by asking students to
refresh/review
4. Provide an overview of todays class
5. Remind students of upcoming project due dates
Project #4 due Monday, November 28th
6. Any questions?

Adapted from a template created by Dr. K. Roscoe

Time
3 mins

Lesson Plan Template ED 3501 (Version C)

Monday,
November 21

Body
LIFE LESSONS
Discuss novel & important moments
1. Ask the class what they learned from the novel- have a
brief discussion and then have students write in their
journals for 10 minutes
a. Emphasize their personal relation to the novel
2. Ask students to share lessons they wrote about and
write on board for a visual
3. Review rationale for novel study
Project Work Time
1. Remind students of overview for the week: You will not
have AS much time to work on your projects and they
are now due every Monday so use your time wisely.
2. Brief reminder discussion that EVERY person needs a
rationale and direct the discussion toward prompts on
the whiteboard
3. Put up numbered list on board if students want to meet
with me 1:1
4. Ask students to come and share with me what they are
doing for Project 4 if they have not done so already
walk around room and check with each student.
Review submission guidelines for different files
5. Remind students of steps to upload videos on google
classroom
6. Walk around the room and observe student work,
prompt for deeper thinking, check project progress
7. *daily goal for Matthew/Isaiah/Hunter/Brody

Time

75 mins

Assessment:
Conferencing and teacher observation provide formative
assessment. I will assess student body language, facial
expressions, and reactions both during reading the novel and
working independently on projects. Students have the
opportunity to sign up to conference 1:1 if they want, and I
will walk around the room and observe students working on
their projects.
Tuesday,
November 22

Life lessons contd

1. Continuing with list from last class, hand out an
organizer for students that has life lessons on it
2. Instruct students to write down point form notes for
each life lesson with how Cole reacted and what
changed within him-what other characters were
involved? AND How would they react?

75 mins

Project Work Time

1. Students will work independently on Project #4
2. Ask students to tell me when due date is and have
reminder discussion of rationale checklist
3. *daily goal for Matthew/Isaiah/Hunter/Brody
4. Write # list on board for students to meet 1:1 if they
need to
5. Walk around the room and observe students working
on their projects and offer assistance, prompt for
deeper thinking
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Wednesday,
November 23

Assessment:
Conferencing and teacher observation provide formative
assessment. I will assess student body language, facial
expressions, and reactions both during readBng the novel and
working independently on projects
Symbols in TSP
1. Give students 3 minutes in their desk groups to write
down on chart paper as many symbols from the novel
they can think of and to describe what the symbols
mean (example in the form of a mind map)
2. Do an example on the board for students-ask them for
a symbol
3. Give students work time.
4. Class discussion on symbols in the novel. Explain how
these relate to their projects
5. Review rationale for novel study projects
Project Work Time
1. Students will work independently on project #4
2. *daily goal for Matthew/Isaiah/Hunter/Brody
3. I will conference with all students and write in
anecdotal note chart
4. Check in with high priority students (Isaiah, Hunter,
Matthew, Aiden, Alex, Tyrone, Brody, Taya, Brooklyn)

Thursday,
November 24th

Friday, November
25

75 mins

Assessment: Focus on Conferencing todaywhat can I do as a

teacher to best prepare and help them when they all have a
variety of projects on the go?
Symbols in TSB
1. Review symbols from yesterday and show chart paperput up on board.
2. Hand out worksheet for students to fill in on their own,
10 minutes
3. This will be handed in for mastery/completion
Project Work Time
1. Students will work independently on Project #4
2. Formatively assess by showing # of fingers on hand for
how deep/detailed their rationales are.
3. Review rationales and give examples
4. Check in with high priority students (Isaiah, Hunter,
Matthew, Aiden, Alex, Tyrone, Brody, Taya, Brooklyn)
5. Conference with anyone missed yesterday
6. Put numbered list on board for students to meet with
me 1:1
Assessment:
Conferencing and teacher observation provide formative
assessment. I will assess student body language, facial
expressions, and reactions both during reading the novel and
working independently on projects
ARP & Tea Time
1. Make tea for class
2. Silent read for the period-observe student behavior
and read myself! Model behavior and APPRECIATE
novels

75 mins

75 mins

Project Work Time

Adapted from a template created by Dr. K. Roscoe

1.
2.
3.
4.
5.

Lesson Plan Template ED 3501 (Version C)

This is your last day of class time to work on this
project! When is it due?
Students will work independently on Project #4
Check in with high priority students (Isaiah, Hunter,
Matthew, Aiden, Alex, Tyrone, Brody, Taya, Brooklyn)
Put numbered list on board for students to meet with
me 1:1
*at beginning of Period 4 ask students to show with
fingers on their hand (scale 1-10) how well they have
included elements of worldview and the rationale
points listed on the whiteboard.

Assessment:
Conferencing and teacher observation provide formative
assessment. I will assess student body language, facial
expressions, and reactions both during reading the novel and
working independently on projects
Closure
1. Quick check in with students: Did you find out
anything interesting today about the Renaissance,
yourself, or your project? Did you realize something
about Touching Spirit Bear?
2. Instruct students to log off and shut down google
chrome books and to put the cord on the RIGHT into
their chrome book.
3. Provide overview for tomorrows class
Sponge
Activity/Activities

Time

2 mins

Discuss Circle Justice Pros & Cons in small groups

What went well:

What did not go well:

Reflection:

For next time:

KSAs:
a) contextual variables affect
teaching and learning.
b) the structure of the Alberta
education system.
c) the purposes of the GtoE/ PoS
germane to subject disciplines
they are prepared to teach.
d) the subject disciplines they
teach.

Adapted from a template created by Dr. K. Roscoe

e) all students can learn, albeit at

different rates and in different
ways.
f) the purposes of short, medium
and long term range planning.
g) students needs for physical,
social, cultural and psychological
security.
h) the importance of respecting
students human dignity.

I) there are many approaches to

teaching and learning.
j) the functions of traditional and
electronic teaching/learning
technologies.
k) the purposes of student
assessment.

Lesson Plan Template ED 3501 (Version C)

l) the importance of engaging
parents.
m) student learning is enhanced
through the use of home and
community resources.

Adapted from a template created by Dr. K. Roscoe

n) the importance of contributing,

independently and collegially, to
the quality of their school.

p) the importance of guiding their

actions with a personal, overall
vision of the purpose of teaching.

o) the importance of career-long

learning.

q) they are expected to achieve

the Teaching Quality Standard.