Nam Katie Winterbottom

e:

Grad Four Topic Reconciliation

e
Date Feb 6, 17 Allotted 40 min
Time

STAGE 1: Desired Results

Cite sources used to develop this plan:
http://www.trc.ca/websites/trcinstitution/index.php?p=3
http://reconciliationcanada.ca/?gclid=COLPmf-K8tECFYhqfgod5vYIOA

Rationale & Background for Understanding: Why is this lesson relevant at this time
with these students?
This lesson is relevant at this time for these students because it is part of the
summative. It is the end of the current unit. Learning about what reconciliation
means to them, will help prepare them for the field trip to Big House later in the
week. Reconciliation is important to know, so we are properly able to learn about
the Aboriginal part of Canadas history and to be able help others with the process
of reconciling.

Provincial Learning Outcome(s): What Big Ideas (Understand,) Core Competencies

(Do), Language & Content Standards (Know) does this lesson develop?
Understand

Big Ideas: Interactions between First Peoples and Europeans lead to conflict and
cooperation, which continues to shape Canadas identity.

Essential Questions: How well are we (Canada) doing?

Do

Curriculum Competencies: Make ethical judgements about events, decisions, or

actions that consider the conditions of a particular time or place.

Know

Content Standards: the history of the local community and of local First Peoples
communities.

Key Vocabulary for Lesson: Reconciliation.

STAGE 2: Assessment Plan

Assessment
Summative Formative Assessment Sources of Evidence
Assessment (Of Learning) (Criteria)
1
Student Name:
 (Of Learning) How will students show their What product or action will
What will students learning? show what students have
learn? learned?
Students will be able to Students will be in groups, and I will be looking for groups
explain what show their learning with the who have completed the
reconciliation means to use of chart paper and a short chart paper. I will also be
them. presentation. looking for students actively
Groups will be sharing the participating in the groups
information they have presentation.
gathered with the rest of the
class.
STAGE 3: Learning Plan
Resources, Material and Preparation: What resources, materials and preparation
are required?
-Printed Resources from websites listed in resources
-Chart paper
Lesson Development
Pacing
Introduction: How will you introduce this lesson in a
manner that engages students and activates their
thinking? 3 min
I will introduce the lesson by going over the learning
goals on the board. I will also ask students what they
already know about reconciliation and go over the
chart from last week with them.

Pacing
Teaching/Learning Sequence: What steps and
activities are you going to use to help students
acquire and practice the knowledge, skills and/or
attitudes needed to meet the outcome?
1. I do: Have students come to the carpet.
2. Students do: Sit on the carpet. 5 min
3. I do: Explain activity to students and put them
into groups using the popsicle sticks.
4. Students do: Listen to groups and go to
designated area in the classroom. 15 min
5. Students do: Look over provided resources
and discuss how they think Canada is doing
write down findings.
6. I do: Circulate and help groups who need. 15 min
7. I do: Instruct students to come back to the
carpet.
8. Students do: Groups will briefly present their
findings to the rest of the class.
2
Student Name:
 3
Student Name:
 Pacing

Closure: How will you solidify the learning that has

taken place and deepen the learning process?
To solidify the learning, I will go over the learning goal 5 min
again. Briefly as a class, we will also discuss where
we think Canada is at with reconciliation.

Accommodations (adaptations, extensions, other): How will you plan for students who
have learning/behaviour difficulties or require enrichment?
I will make sure that my class has a brain break before the lesson starts. This is help to get som
focused. For students who have learning/behaviour difficulties, I will provide them with extra sup
make sure that my groups are made equally.
Students who require enrichment can have specific questions to answer while reading the resea

Reflection What was successful in this lesson? If taught again, what would you change
to make this lesson even more successful and inclusive for diverse and exceptional
students?

4
Student Name: