Part 2 Learning outcomes:

Learning outcome #1:

Connect theory to practice:
In my school placement there has been many opportunities where I have been able
to help the students deepen their thinking because of what I have learned in my
inquiry course. Teaching strategies like the 6 learning skills, learning about learning
and specific key words or questions help influence the students to think about the
topic of interest. When they come to think more critically on the subject not only are
they asking questions for themselves but also for others as the students might have
similar questions. With questions arising in class we can then satisfy the students
curiosity through building creative strategies which will help answer their questions
to further their learning.
Also, I have had an opportunity to be involved in multiple experiments in my
science class where I can encourage the students to work together and learn at the
same time. These hands on activities have been very helpful in making every
student in my class have fun participating in a learning activity. I can see that they
all benefit from an activity like this as they become more interested in the subject.
Overall, the best part of the theory that I have learned which I have implemented in
my placement comes from completing presentations as a teacher and completing
assignments where we have to think like how the students would. I can see how
different we, as educators, were thinking of how to bring an appropriate lesson
across to our future students. The theory I have learned has now enlightened my
thoughts about teaching in new ways which will benefit the overall learning of my
students.
Highlight links between daily practice and theory through a professional journal or
systematic anecdotal note taking:
Engage in open-ended inquiry, recording your insights with documented evidence
for your portfolio:
I have noticed that we have touched upon group work, collaborating lessons and
ideas to make the learning optimal. Certain activities were used to promote
thinking, collaboration, goals and ideas to help create open-ended discussion.

Learning Outcome #2:

Create and reflect upon the learning engagements for individuals or small groups in
your classroom that youve worked with:
Many times in the classroom students have had the opportunity to complete
individual and group work. During individual work the students would find the time
to gather their own ideas and collaborate with their elbow buddies to compare their
answers. Also at the end of each day they are given a certain amount of time to
work independently and finish their work or work on their own ideas (ex: one
student is designing a logo for their own phone app).
During group work the students always share the activity and assign each other
certain responsibilities. An example that I have witnessed was when my MT had said
to work on a math solution. Each group had 3 problems to solve and then order the
numbers from least to greatest. Some groups were not able to split the work as
some were more advanced in the subject and knew how to complete the answer
while others did not. Later when the groups finished the problems, they had one
representative come up and show/explain what their group had completed. This
showed my MT which students took action and participated/contributed to the math
problems allowing my MT to assess the students.

Connections from assignments and examples from course to the classroom:

Students are always connected to our assignments and we have many examples of
it from the courses we take part in. One particular example is from our inquiry class
where we learned how to move from teaching content to teaching learning. Many
students come into the classroom and are told what they should be learning or what
they should be writing down. An example of this comes from my MT saying, make
sure to highlight this point, you may see it again. This will help the students to
remember the key points. Also it is imperative that we come to teach the students
how to learn on their own (note taking, learning certain ways etc). We would like the
students to become life-long learners where we educators do not have to baby the
students into learning.
Another connection that I can make to the classroom comes from my math course.
We had to complete an assignment where we were co-teaching, moderated marking
and show a video (representing a students learning). From this, my group concluded
that there has to be a common interest in the learning/teaching that intrigues the
students to participate. Also that we educators have to provide motivation to the
students and show that learning is key to understanding multiple subjects that you
can complete in life.

Learning Outcome #3:

Safe School Act (2000) - this act was implemented in the 21 st century. Specifically, it
began in the year 2003-04 school year. This was implemented to create Safer
Schools for all students in the school yard, buses, events and activities. Key
government initiatives include the Every Child strategy in JK to Grade 6, the Student
Success strategy from Grades 7 to 12, support for long-term labour contracts,
Healthy Schools, Arts in Education, Partners in Education and the Safe Schools
Action Team. The Safe school act is meant to allow any student to be their best in
school. Also to allow them to develop intellectual, emotional and physical potential
as this will make the students stay in school longer and become successful in life.
The board has implemented this act which allows the schools to receive video
cameras to prevent bullying, bullying seminars and kids help line to make sure that
the schools have all the tools necessary to partake in a safer school. At my
placement school, I have noticed the security cameras, the parents that volunteer
at recess and bus times. There is a significant impact on the students here as they
are always having support where ever they go. Many of the problems that cause an
unsafe environment for the students are now being solved because of this Safe
school Act (2000). Students are able to focus on school instead of trying to fix the
problems on their own or having to worry about not being safe at school.
Growing Success: Assessment and Evaluation (2010) is implemented in the school
board. The learning skills and work habits are essential to a students work ethic
and understanding of the curriculum. The students are able to grow in school as the
teachers are able to provide the students with information and learning skills that
they will need in order to become successful in life. The students are taught
responsibility, organization, work independently, collaboration, to take initiative and
self-regulation. You can access growing success at:
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf. My MT has
incorporated all of these aspects in her teaching as the students are able to apply
this to each subject. An example comes from a math lesson. The students had to
organize money manipulatives and create 5 sections each with $20, with varying
money amounts. The students also had to make sure that the different money
amounts matched up in each section (4 quarters, 2 loonies, 2 toonies, 1 five dollar
bill, and 1 ten dollar bill). Not only does this implement, organization, responsibility
and independent work, it also allows the students to apply this to the real world.
This incorporates the educators 3 main tasks for recognizing the success of student
learning. It incorporates Assessment for learning as we had supplied the students
with a KWL chart at the beginning of the lesson to see what they know, what they
want to know and what they learned. Then we had the students work in their math
books so we can then collect their work which will be the assessment as learning.
Finally at the end of the unit the students will be given a test so we can see if they
have learned the unit successfully. This will hit the last main task for recognizing
success as we will assess the students of their learning.
These photos are all connected to the students and shows how far the school board
has come to improve their learning to make students become successful learners.
Each lesson is connected to a specific subjects that can connect to in real life.
Society justice is shown through Black history month and Martin Luther King on
what their dreams would be. Equity is shown through many of the photos. In
particular, I like the photograph with the help wanted sign as it gives the students
the responsibilities they need in order to grow.

Learning Outcome #4:

Lesson plan template:

Subject/Course/Code: __________________________________________________ Grade: ________

Duration (no. of periods / length of teaching time): ______________________

Date: ____________________

Curriculum Connections
Prior to this lesson, students will have learned / experienced:

Academic Expectation(s):

Learning Skill(s):
Responsibility Independent Work Initiative Other:
Organization Collaboration Self-Regulation

Catholic Graduate Expectation(s):

Differentiated Instruction
Aspect(s) of lesson which are Based on knowledge of students
differentiated
Learning materials (content) Readiness Interests / Preferences
Explain: Learning Styles (VAK) Intelligences
Other:

Ways of learning (process) Readiness Interests / Preferences

Explain: Learning Styles (VAK) Intelligences
Other:

Ways of demonstrating learning (product) Readiness Interests / Preferences

Explain: Learning Styles (VAK) Intelligences
Other:

Learning environment Readiness Interests / Preferences

Explain: Learning Styles (VAK) Intelligences
Other:

Accommodations for Students with Special Needs:

Materials and Resources

Classroom Materials:

Human Resources:

Teaching Resources:

Assessment and Evaluation

Aspect(s) Assessment Strategy Feedback to Teacher Record
of lesson (What are students doing?) students:
assessed

Academic Oral question / answer No Feedback Anecdotal notes

Expectations Work samples (individual or Feedback Tool(s): Checklist / Rating Scale
group) ______________________ Rubric
 Presentation / Performance ______________________ Mark Book
Quiz / Test
Self / Peer Assessment
Other:

Learning Oral question / answer No Feedback Anecdotal notes

Skills Work samples (individual or Feedback Tool(s): Checklist / Rating Scale
group) ______________________ Rubric
Presentation / Performance ______________________ Mark Book
Quiz / Test
Self / Peer Assessment
Other:

Minds On / Mental Set / Hook Grouping* Timing

Establishing a positive learning environment Whole class (W)
Connecting to prior learning / experiences Groups of ____ (G) _____ minutes
Setting the context for learning Individual (I)
Description:

Sharing Purpose and Objectives Grouping Timing

Explain purpose and objectives IN STUDENT W 1 minute
LANGUAGE
Today we will

Action / Body
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice / application of learning (Input Modeling Check for Understanding - Guided Practice Indepen

Description: Groupin Timing

g*

Consolidation and Connection / Grouping Timing

Whole Group Reflection / Closure Whole class
Helping students demonstrate what they have learned Groups of ____ _____ minutes
Providing opportunities for consolidation and reflection Individual
Description:

Day Plan Elementary - Based on 100 Minute Blocks

Time Expectations Plan for Student Learning Assessment R

Grade 3-4 Unit plan (long range)

Subject Term One Term Two

Write texts using a variety Writing development continued. Writing to Ex

of forms (e.g. Retelling organization of ideas, paragraphing, etc.) Pers
stories) and Descriptive Forming opinions or a voice on selected top
 Writing writing (e.g., choosing
appropriate words). Focus
on reinforcing written
conventions (e.g. capitals,
ending punctuation) and
developing ideas.
Narrative writing (e.g.
stories, letters).
writing (e.g. writing "How to" texts listing mat
formatted with numbered steps). Focusing on
editing (with the use of both peer and self eva
and publishing. Develop sentence fluency an
Begin to use descriptive feedback from the te
work.

Develop reading strategies Identify various text features (e.g. illustrations

such as activating prior glossary, title, etc.) Make inferences while rea
knowledge, making to express personal thoughts about a text, rea
predictions before and high frequency words automatically.
during reading, retelling
Reading Visualization strategies and enriching vocabul
stories including accurate
building skills to decode difficult words encoun
and important details, read
high frequency words with
ease. Focus on identifying
main ideas and topics.
Extend understanding of
texts by relating ideas in
them to personal
experience.

Demonstrate appropriate Produce simple media texts (e.g. poster, adve

listening behaviour by texts in a clear, confident, and organized man
using active listening appropriate facial expressions and gestures to
Oral strategies (e.g. looking at
Communication/M the speaker, asking
edia questions, etc.) Develop
vocal skills (tone, volume,
pace).

Patterning: with pictures Measurement: Linear measurement using stan

and numbers; identifying Measure perimeter and area; Mass and Capac
the pattern rule; Identify the likeliness of an event occurring, ca
 Math Numeration: place value, probability of an outcome, demonstrate an un
number facts; Geometry: fairness in probability situations. Numeration:
two-dimensional shapes; subtraction with regrouping, money, fractions
three dimensional solids temperature, time (to the minute).
Data Management:
Sorting by 2 and 3
attributes using a venn
diagram and t-charts.
Graphing; Numeration:
Multiplication and division.

Science Gr. 3 - Structures & Gr. 3 - Forces & Plants and Soils
Stability

Gr. 4 - Pulleys and Gears & Rocks and Minerals

Gr. 4 - Light & Habitats

Social Studies
Gr. 3 - Aboriginals & Gr. 3 - Urban and Rural Communities
Pioneers

Gr. 4 - Medieval Times

Gr. 4 - Canada's Provinces,
Territories, and Regions

Manipulation skills (eg., Various organized sports.

throwing, catching,
Physical Stability skills and responsibility (e.g. decision
kicking). Movement skills
Education solving); Track and field events (running, long
(moving in various ways,
etc.).
at various levels, and at
various speeds). Personal
Fitness and Goalsetting.

Health Nutrition, Healthy Living

 (taught by Mr. Oliver) Growth and Development Personal Safety, Preventing Abuse

Visual Arts Elements of Design Elements of Design Exploring shape and tex
Exploring line and colour. personal artwork.
Reflecting on personal
artwork.

Drama and Dance Role-playing and Sustained portrayal of a character. Critiquing

responding through others. Elements of dance: energy, relationsh
movement. Critiquing own
(taught by Mrs. work and the work of
Costin) others. Elements of
dance: timing, body,
space.

Elements of music (e.g. Listen and sing to music from other cultures, i
beat, rhythm), sing specific orchestra. Accompany songs expressively, cr
Music pitches, create sound composition.
effects for stories.
(taught by Mrs.
Winstanley)

Demonstrate skills Develop word processing skills and apply appr

required to operate basic posture, learn to save files, use e-mail.
Information hardware and software,
Technology Produce media products using various softwar
access and use
KidPix, Comic Life, Open Office).
information from a variety
of sources (e.g. Selected
internet websites).

Day Plans Grade 4 Monday,

January 9, 2017

DUTY: None

Students Absent:
Take Attendance. Students sit in pre-assigned seats.

Language Reading Workshop

8:30 9:10
Introduction: introduce myself

*Morning
-have students explain their daily routines
announcements -explain homework binder
begin at 9:05
-explain Think Paper and Homework Notices
-paragraph writing: write a paragraph on me, Ms. Pedace, on everything you know
about me. Remember to follow paragraph writing format.
-collect students tests and quizzes folder

9:10-10:12 Math
Unit of Study: Chapter 5 Measuring Length and Time

Lesson: Mid-Chapter Review

Textbook page: 132
Materials/Resources:
Key Assessment:
Workbook page:

Have students work the first half hour independently and the second half correct it
with students on the board and make each question a mini-lesson to review previous
lessons with students.

***See if the students have ALL of the supplement lessons. if not,

photocopy

10:12 10:27 RECESS

10:27 10:57
French Mme. Arena

-print science unit

-print welcome letter, think papers, homework notice, new years resolution, ask
students which picture they want for new years resolution then photocopy

-print Lesson 5A and rest of Math Supplement pages

11:00 11:15 Italian Signora Zeppieri

-find projector
-create assessment sheets

11:15 12:15 LUNCH

12:15 12:30 Italian Signora Zeppieri

-plan rest of science for the week

-plan rest of reading/writing
12:30 1:40 Language Writing Workshop

Read Kelly Hashways New Years Resolution

-have students read the story independently and then answer the questions
-once they have all finished, read the story together and correct students work

New Years Resolution Activity

Explain to students that they will be working on New Years Resolutions all
week by writing paragraphs on different types of resolutions
Review what a resolution means and create a brainstorming bubble on this on
chart paper
Ask students to brainstorm 2 resolutions for each category
Personal Improvement (i.e. save money for a special item, eat healthy,
exercise, get to sleep earlier, floss teeth etc.)
Family and Friends Improvement (i.e. spend more time with friends, have
quality conversations with brothers, be helpful to my parents, call my
grandparents more often etc.)
School and Outside World Improvement
Students can copy the brainstorming bubbles that we create on a sheet of
paper that can be then placed in their Writers Notebook duotang
Encourage students to add their own ideas to their brainstorming bubbles

1:40-1:55 RECESS
*Snack before recess
1:55-2:25 Science

Unit: Rocks and Minerals

Lesson: KWL Chart
Words to Know:
Materials/Resources:

-Have students complete the KWL Chart and title page

2:27-2:57 Music Ms. Angelosante

3:00 -3:30 Religion/Fully Alive

*ask where students left off

*Agendas,
clean-up, and
pack up at 3:20
Subject/Course Code: _____________Religion______________ Grade:_______4______

Duration (no. of periods/length of teaching time):___________1 hour______________

Differentiated Instruction and Accommodations:

Knowledge of students based on student:
readiness interests/preferences learning styles intelligences
other (gender)
Student organization of material
Auditory, Kinesthetic and Visual learning incorporated
Differentiated Instruction Response
Learning materials (content) Ways of learning
(process)
Ways of demonstrating learning (product) Learning environment

Accommodations for students with Special Needs:

Created hand-outs on top of a visual
Had the EA come in to help the student

Curriculum Connections
Academic Expectations:
Talk about persuasion, convincing, peer pressure, specific actions etc., to influence
someone.
Talk about all the different emotions or characteristics that can change the shape of
someones personality. Start acing differently, made them feel sad/happy etc.
Give an example of own experience! Ex: my parents influenced me because they
always want me to do my best like they do, so now in every task I complete I aim for
the best.
Expectations are to describe friendships, objects or sayings that have impacted their
lives.
Explain a situation that they were involved in where they have told someone to do
something or have given advice to others which had influenced them into changing
their mind or act differently.

Learning Skills:
1. Discussion
2. Relation to classmates, situations and religious environment

Catholic Graduate Expectations:

Scripture: Luke 17:21 nor will people say, 'Here it is,' or 'There it is,' because the kingdom
of God is within[a] you" Jesus walked the earth in human form teaching, feeding, touching,
healing all kinds of hungry, and hurting people Jesus showed us that bodies matter. There is
nothing about us that is foreign to him. He invites us to join him in this solidarity with all who
are oppressed. He said that Gods reign is like a banquet for all people, that the kingdom of
God is among you.

Luke 19:2-9

And he sought to see Jesus, who He was, but could not for the press of the crowd, because he
was short in stature.
And he ran ahead and climbed up into a sycamore tree to see Him, for He was to pass that
way.
And when Jesus came to the place, He looked up and saw him, and said unto him, "Zacchaeus,
make haste and come down, for today I must abide at thy house."
And he made haste and came down, and received Him joyfully.
 Lesson plan template for Religion

For Mr. Fazios Religion Class on November 1st.

Make sure to be prepared to read and have some fun.

Materials needed for class

1. Pencil crayons to draw
2. Scissors
3. Glue Sticks
4. Printed pictures (can be pictures of sports, family members, food, animals, objects etc)
5. Words/Sayings that have meaning to you

Luke 17:21) nor will people say, 'Here it is,' or 'There it is,' because the kingdom of God is
within[a] you" Jesus walked the earth in human form teaching, feeding, touching, healing all
kinds of hungry, and hurting people Jesus showed us that bodies matter. There is nothing
about us that is foreign to him. He invites us to join him in this solidarity with all who are
oppressed. He said that Gods reign is like a banquet for all people, that the kingdom of God is
among you.

Luke 19:2-9

And he sought to see Jesus, who He was, but could not for the press of the crowd, because he
was short in stature.
And he ran ahead and climbed up into a sycamore tree to see Him, for He was to pass that way.
And when Jesus came to the place, He looked up and saw him, and said unto him, "Zacchaeus,
make haste and come down, for today I must abide at thy house."
And he made haste and came down, and received Him joyfully.
And when they saw it, they all murmured, saying that He had gone to be the guest of a man who
was a sinner.
And Zacchaeus stood and said unto the Lord, "Behold, Lord, the half of my goods I give to the
poor; and if I have taken anything from any man by false accusation, I restore to him fourfold."
And Jesus said unto him, "This day is salvation come to this house, in that he also is a son of
Abraham.
Dont let what you cant do stop you from doing what you can do.

The more you give away the more happy you become.

I think I can. I know I can.

You always pass failure on the way to success.

How we can all be influenced through Come and See
People Objects
Words Animals

Lesson plan template for Family life

Subject/Course Code:____________ Family life _______________ Grade:______4_______

Duration (no. of periods/length of teaching time):______________1

hour______________

Differentiated Instruction and Accommodations:

Knowledge of students based on student:
readiness interests/preferences learning styles intelligences
other (gender)

Differentiated Instruction Response

Learning materials (content) Ways of learning
(process)
Ways of demonstrating learning (product) Learning environment

Accommodations for students with Special Needs:

Created hand-outs on top of a visual
Had the EA come in to help the student

Curriculum Connections
Academic Expectations:
Talk about immediate family (outings, gatherings, presents, doing chores, hugs etc).
Talk about all the different emotions or characteristics that can show love. Start acting
differently, made them feel sad/happy etc.
Give an example of own experience! Ex: I am always helping others when they need
it, also I sometimes share or give objects to others to show appreciation.
Explain or reflect on a situation that they were in, where they noticed a certain act of
love towards them.

Learning Skills:
3. Discussion
4. Relation to classmates, family, what love is, and signs/situations of love

Catholic Graduate Expectations:

Catholic Social Teachings:

How do you show love to your family?
Do your guardians (whoever watches you) act a certain way towards you?
What type of actions show love towards your family?
What can we say that will show love towards our family?
Prayer:
Scripture:
Virtues:

Prior to this lesson, students will have:

Their Family Life books opened to page 26
Activity of Signs of Family Love letter to home will be provided to each
student

Assessment Strategies (written sample, performance task, quiz):

Letter to home (asses their thinking/writing and how they can relate certain
pieces of the lesson to their lives at home)
Materials and Resources
Classroom Materials:
Copies of the letter to home, pencil or pen, colouring utensils if students want to color it.
Human Resources:
The impact of the lessons on the learners:

Lessons like these ones are able to impact the students learning many different
ways. It teaches them about their faith and how they should act towards
continuing and practicing it in real life. They are also able to bring the lessons
that they learn and implement them in their real life by making connections to
what they do every day. For example in the religion lesson, we used many
pictures to symbolize what we can see through them and how they influence us.
Overall, any lesson that is taught to the students are made to enlighten them on
specific areas of life where they can use what they have learned towards what
they need to know and what they want to do in life. The lessons also give them a
path to choose and allows them to understand how they learn best and what they
can accomplish with what they are learning from class.

Teacher Resources include:

Any hand held material/object (manipulatives)

Computers, screen projects, ipads
Pinterest
Edutopia.com, nelsonmath.com etc
Grade 4 Subject:
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FINAL GRADE
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Anecdotal Notes:
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Assessment exemplar
Name: _________________________________ Date: ____________________________________
 Rocks and Minerals
/23

1. What is the difference between rocks and minerals? Be sure to explain what rocks are,
what minerals are, and any similarities or differences between them. ( /2
marks)

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2. What do minerals look like? ( /2 marks)

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3. What are the three types of rocks? Provide information about each rock type.
( /6 marks)

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4. Give two examples of how people use minerals. ( /2 marks)

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5. How do geologists identify minerals? List the 5 properties (characteristics) that geologists
study when analyzing minerals. ( /5 marks)

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6. Fill in the graphic organizer by explaining how the Earth recycles rocks (The Rock Cycle).
Be sure to explain which rocks are being formed during each stage of the Rock Cycle.
( /6 marks)