Monday November 21, 2016

Micro-Teach Lesson Plan

Teacher Name

Nicole Atkinson

Date

Subject Area
Topic

Social Studies
Canadas Dynamic
Communities: Introduction of
an Inuit Community

Grade
Time

General Learner
Outcome(s)
Taken from Alberta Programs of
Study

Specific Learner
Outcome(s)
Taken from Alberta Programs of
Study

Learning Objectives
What do you want your students to
learn?

Monday November 21,

2016
Two
15 minutes

General Outcome 2.1 Canadas Dynamic

Communities for Grade Two Social Studies according
to Learn Alberta Programs of Study
Students will demonstrate an understanding and
appreciation of how geography, culture, language,
heritage, economics, and resources shape and change
Canada's communities.
Appreciate the physical and human geography of the
communities studied
Investigate the physical geography of an Inuit, an
Acadian, and a prairie community in Canada by exploring
and reflecting the following questions for inquiry
Investigate the cultural and linguistic characteristics of
an Inuit, an Acadian and a prairie community in Canada by
exploring and reflecting upon the following
Investigate the economic characteristics of communities
in Canada by exploring and reflecting upon the following
questions for inquiry
Students will:
Use their good listening skills while I am going through
the slides and telling them about each photo and video.
Be able to follow the instructions I give to them, and be
able to complete the name task in a timely manner with
not too much guidance and help.
Communicate and ask for help with the name writing
clearly and effectively.
Be able to take in the information I am teaching them
about Inuit communities and culture, and be able to
answer any questions I will ask throughout and after the
lesson.

Assessment
How will you know your students
have learned?

Materials
What resources will you need?

Prior to Lesson
Introduction

Body

While looking at the Inuktitut alphabet, and with some

guidance, the students will write their names out in
Inuktitut. I will be able to observe the students during this
process, as well as look at the finished product and be able
tell how well they were able to follow instructions and
complete the task they were given.
Throughout the lesson, and at the end, I will ask the
students questions about what they are learning/have
learned
My Laptop with photos and videos already arranged in
the order I will be showing them to the students
Enough Paper and Pens for the whole class (9 pieces of
white paper and 9 pens)
My name already written in Inuktitut for an example to
show the students
My handmade version of the Inuit High Kick game (the
real version would include a seal skin target attached to a
pole which can be made a number of different heights by
adjusting it)
**I would have brought a sculpture, a pair of mitts, a piece
of jewellery, and a special knife they use if all of these
things werent at my home in Ontario
I will have my laptop set up with the slide show ready to
go.
*This will be the first lesson in the study of
Canadas Dynamic Communities. It will be an
introduction to an Inuit community and some
*I will go into the lesson assuming the students
know nothing, or very little about
I will put up a slide with the word Inuit on it and then
ask the students if they know what that word means or if
they know anything about Inuit communities, people, or
culture.
I will explain that the lesson will be an introduction to an
Inuit community, and I will give a brief summary of what
we will be covering.
Location and description of the village we will
be looking at
(Akulivik, Quebec), a look at the Inuktitut
language and
alphabet, common cultural activities (1
minute)
I will show the students a picture of where you would

Closure

find Inuit communities, and then explain to them that we

will be focusing on one village in particular (Akulivik,
Quebec)
I will show the students a picture of where Akulivik is
compared to Lethbridge on a map
I will show pictures of some of the buildings in the
village, (such as the church, police station, etc.) and have
the students guess what a couple of them are.
I will show the students a few pictures of the house I
lived in, and tell them why they are all built above the
ground on wooden stakes (without a foundation) (2
minutes)
I will briefly tell the students about Inuktitut and how
their alphabet is made up of symbols
I will put a chart up on the screen and hand out a piece
of paper and a pen to each student
I will have the students use the chart to draw out their
names on the piece of paper, I will explain to them how
they are to use the chart to do this
**If I was doing this in a classroom with grade twos I would
spend more time on this activity and have them colour in
their names and hang them up in the classroom. (5
minutes)
I will next go into the common culture activities portion
of the lesson. I will begin by showing pictures and telling
the students about the things Inuit girls and women do.
(cooking, gathering things like berries and
seagull eggs,
make mitts, parkas, kamik: boots, throat
singing)
I will show a very short clip of two high school girls
throat singing
(2 minutes)
I will then show pictures and tell the students about the
activities Inuit boys and men take part in.
(fishing, hunting, making igloos, sculpting,
making
jewellery, dog sledding, playing hockey, Inuit
High Kick
game) (2 minutes)
the kicking game will be the last thing I explain to the
children
After this I will briefly go over what we learned and tell
the students about what else they will be learning about in
the coming lessons (much more to learn about Inuit
communities, definitely could not cover it all in 15

minutes)
I will tell the students that they will now have a chance
to try out the Inuit High Kick game, this brings us to the
sponge activity/transition to the next lesson. (1 minute)
Sponge Activity/
Transition to Next
Lesson

Time permitting, at the end of the lesson, after telling the

children about the cultural activities men/boys usually
participate in, the students will be able to try out my
version of the Inuit High Kick game. This activity will pose
as the sponge activity as well as the transition to the next
lesson. The game allows everyone to join in when they are
ready, and also allows the children to get out their energy
theyve saved up from sitting for the whole lesson. (2
minutes)