Les Language Arts

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Learning and Evaluation Situations
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(LES)
Diana Bavas
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Maria Isabel Molina Calvo
Lizzie Kelly
Karleen Muhlegg
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Carmela Panarello
Amanda Reisler
Gabriella Saba
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Amanda Tsitouras
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Table of Contents
Rationale/Overview…………………………………………………………..………p.2
Arts Lesson Plan ………..………………………………...………………………….p.3
Music Lesson Plan ..………………….…..…………………………...……………...p.12
Friendship Lesson Plan…..………………………………………………….…….….p.21
Emotions. Lesson Plan………………………….…………………………….………p.29
Communications Lesson Plan…………………………………………………………p.38
Diversity Lesson Plan…………………………………………………………………p.49
Culturalism Lesson Plan…………………..…………………………………………..p.58

Community Lesson Plan………………………………………………………………p.65
Summative Assessment……………………………………………………………….p.73
Student’s Portfolio…………………………………………………………….p.74
Grading Scheme……………………………………………………………….p.88
Resources……………………………………………………………………………...p.90
Appendix………………………………………………………………………………p.92
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Rationale/Overview
In this Learning and Evaluation Situation (LES) we created, our main goal was to address
the theme of Empathy. Since students in Cycle 2- Grade 3 are beginning to develop and acquire
the necessary social and developmental skills building their knowledge is important to thief
learning. We believe empathy is not simply “putting yourself in one’s shoes”, but it goes beyond
such ideology. Empathy entails gaining a deep understanding to why someone is feeling the way
they are or perhaps what has triggered for one to say, act or even write a certain way when aiming
to communicate to others regarding their feelings/emotions. This is why we have chosen to create
an overarching guiding question which would enable Grade 3 students to formulate and gain a
better understanding to “How do the things we say, do, and write impact the world and the people
around us?” With such open-ended question, this enabled each one of us to move student’s thinking
forward and challenge them by exploring inquiry-based activities and explore different mediums
such as Arts, Music and Drama. Each lesson’s overarching goal aims to foster student’s to develop
effective and appropriate writing and/or oral academic language skills. In order to ensure that all
students are progressing, formative assessments will be conducted as well as students will hand in
at the end of the unit a portfolio . Additionally, our LES aimed to accommodate the diverse
learners and/or the different learning styles that can be found in a classroom by providing these
students with the necessary educational tools to thrive academically and socially. Lastly, our LES’s
objective is for students to comprehend that empathy is a necessary social skills that enables one
to function in society. By unfolding the various layers that empathy entails, students will be
prepared to apply their acquired knowledge to real life situations throughout their life.
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Arts Lesson Plan
Rationale: Each individual child is unique and comes from a different culture/background. In this
lesson students will have the opportunity to explore themselves and what's important to them
through creating a Photo Journal. This is the first lesson to be done with students therefore, I felt
it was important to have students think about and explore who they are as individuals, before we
moved onto the topic of empathy. I wanted to have students use art to do this activity because art
allows students to become more personally engaged with their work. Which would therefore
provide students with the opportunity to explore themselves more deeply. This would then aid
them in better positioning themselves to others leading into the topic of empathy and our driving
question: How do the things we say, do, and write impact the world and the people around us?
Inquiry: This lesson will require students to think more deeply about themselves as individuals
and will require them to answer guiding questions. These questions will allow students to develop
their own thinking as they try to answer the guiding unit question: “How do the things WE say,
do, and/or write impact the world and the people around us?”
LESSON PLAN TIME: Beginning of the year

UNIT: Empathy
DURATION: 45 minutes (in two parts for 2 classes)
LEVEL: Cycle 2 Grade 3
ELA
Competencies
Competency 2 - to write self-expressive, narrative and information
and based-texts
This lesson has students work in steps in order to develop their thinking and
understanding of who they are as individuals. As they go through the
process of creating their photo journals they are required to write a short
explanation on their photo choices. This will then aid them in writing a final
self-expressive response on what they’ve done and learned from the
activity.
Key features
 To integrate his/her knowledge of texts into own writing.

 To follow a process when writing.
 To use writing as a system of communicating and constructing
meaning.
 To self-evaluate his/her own writing development.
Skills
 Writing to a familiar audience (peers, family, trusted adults) in order

to express meaning(s).
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 Using the linguistic structures and features of text in own writing.
 Writing on a daily basis.
Knowledge
 Self-reflection of own topics, structures and features, based on

purpose and audience.
 Writing for a specific purpose and in different contexts.
Competency 4 - to use language to communicate and learn
In this lesson, students are required to communicate with each other as they
present their photo journal. Students will have to use proper liquistic and
coherent academic language to successfully demonstrate their ideas behind
their journal and the photos used. They are also required to later participate
in a class discussion, going over what they noticed or found interesting after
listening and responding to their peers presentations. Throughout the lesson,
each student has to use respectful language and be respectful when
discussing or listening to his or her peer’s presentation.
Key Features
 To use language (talk) for learning and thinking.

 To apply her/his knowledge of linguistic structures and features.
 To self-evaluate her/his language development.
 To use language (talk) to communicate information, experiences and
point of view.
Skills
 Uses language/talk as a means of exploring, expressing and

developing thoughts, feelings and imagination.
 Experiments with and adapts linguistic features when
communicating in specific contexts for a familiar audience.
 Self-evaluates her/his language development, with guidance.
Knowledge
 Responding to the ideas and points of view of others with sensitivity

and interest.
 Participating in collaborative viewing, visually representing,
listening and talking activities.
 Demonstration of confidence in communicating, built on a growing
control of language.
Broad Areas of
Learning /
Broad Areas of Learning
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1. Citizenship and community life
This lesson looks at the individual child in order to better be able to
understand oneself and his/her community.
4. Environmental awareness
This lesson looks at how the environment and experiences has impacted the
child and made them who they are as individuals.
Cross-
Curricular
Cross-Curricular Competencies
Competencies
Competency 3 - to exercise critical judgment
Key features
 Forms an opinion.
 Expresses his or her judgement.
 Qualifies his or her judgement.
Competency 4 - to use her/his creativity
Key Features:
 To become familiar with all the elements of a situation.

 To adopt a flexible mode of operation.
 To begin the procedure.
 To imagine ways of proceeding.
Competency 5 - to adopt effective work methods
Key features:
 To analyze the task to be performed.

 To analyze his/her procedure.
 To begin the process.
 To perform the task.
Competency 7 - to develop her/his personal identity
Key features:
 To open to his/her surroundings.

 To become aware of his/her place among others.
 To make good use of his/her personal resources.
Competency 9 - to communicate appropriately
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Key features:
 To establish the purpose of the communication.

 To select the mode of communication.
 To carry out the communication.
OBJECTIVES - Students will develop their understanding of narrative writing.

- Students will communicate with others respectfully.
- Students will further develop their critical literacy skills.
- Students will use their creativity.
- Students will develop their visual literacy.
GROUP SIZE;
LOCATION
Group size:
AND
MATERIALS This project will be completed individually. However, students will come
together in the end to discuss their findings and their personal Photo Journal.
Location: Classroom
Student Materials:
- Student photos gathered throughout the previous week.

- Cardboard, construction paper, markers, glue, scissors
- Papers and pencil/pens for responses
- Student handout (see Appendix 1)
Teacher Materials:
- Computers, projector, smart board

- Discussion: using concept example (see Appendix 2)
Differentiation/
Learning Environment: This lesson would take place during class time and
Accommodations students will be working at their desks that will be set up in groups of 4.
/Modifications This will allows those students who have a little more difficulty staying on
task and provides them the opportunity to work with their peers if needed.
Content: Since the activity includes creating a personal art piece

individually students are encouraged to work according to their own
specific learning styles. Therefore, as the educator is explaining or
demonstrating the task for today she/he will also be scaffolding students
according to the needs of the students at that time. If students are having a
hard time connecting to the guiding questions we will pause and discuss
what the questions mean more deeply. Also, the completion of the
assignment can be altered in size or format to better meet the needs of all
students. If students are having difficulty staying on task they can be placed
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with a partner to help them with their ideas and keep them focused. Students
are also encouraged to create their Photo Journal in various forms, for
example a collage or a power point according to students learning styles.
The goal is to have students critically think about themselves as well as who
they are and not so much on the end product.
Process: This lesson is completed gradually throughout a couple of days

allowing for students to have enough time to engage with the activity and
reflect on who they are as individuals. Since this activity requires them to
produce a creative piece students are open to create it as they chose. This
allows students’ with disabilities to complete their activity at their own pace
and according to their abilities. In addition, since this activity works in steps
and allows students to complete their work outside of class students are not
rushed. When needed the teacher will also provide extra assistance or time
for those students that may have more difficulty completing the tasks.
Product/Assessment: For students with learning disabilities or other

challenges there an alternative option for the final reflection can be
provided. Instead of writing the one page reflection students can come and
talk to the teacher directly, about what they have learned and the other
reflecting questions. This way the teacher can still evaluate the students
understanding without having the student writing a whole paper. On another
note, depending on the student’s abilities the paper could also be shortened
to a half a page to make it easier for the student to complete.
PROFESSIONAL COMPETENCIES AND KEY FEATURES:
Competency 2: To communicate clearly in the language of instruction, both orally and in

writing, using correct grammar, in various contexts related to teaching.
Competency 3: To develop teaching/learning situations that are appropriate to the students
concerned and the subject content with a view to developing the competencies targeted in the
programs of study.
Competency 4: To pilot teaching/learning situations that are appropriate to the students
concerned and to the subject content with a view to developing the competencies targeted in the
programs of study.
Competency 5: To evaluate student progress in learning the subject content and mastering the
related competencies
Competency 6: To plan, organize and supervise a class in such a way as to promote students’
learning and social development.
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Competency 7: To adapt his or her teaching to the needs and characteristics of students with
learning disabilities, social maladjustments or handicaps.
TIME: Arts Lesson-Carmela Panarello
Day one of Lesson

To introduce this unit on empathy, students will need to gain a better understanding
of themselves and who they are. To do so, students will create a photo journal of their
lives. It can include photos of their families (according to parents/guardians
acceptance), their living environment (according to parents/guardians acceptance),
placed they go, thinks they like to do, hobbies etc. It can include any and all aspects
of importance/significance to the student’s life and/or anything that makes them who
they are. Students will be introduced to this activity a week prior to prepare and bring
in their photos for a specifically determined day.
Students will take these pictures with their personal cameras if available and if not
students will be provided school cameras according to availability. Students can also
use magazines or any other pictures they find relevant to them, all depending on
availability of materials and parent/guardians acceptance. Students will either bring
in copies of the photos taken/magazines or will bring in a USB with their photos to
be printed at school or used on a computer. Students will use these photos to create a
photo diary of what makes them who there are. They will also have some class time
to work on it and can complete it at home if necessary.
Introduction:
15 minutes
To aids students in creating their picture diary the teacher will start by asking students
inquiry based question to get them to critically think about who they are as
individuals.
“Ok students now that we have all of our photos and materials we are going to work
individually and create our own photo journal. You can chose to do it as a collage or
as a power point. Take a look at my example (See Appendix 3), I did it with power
point and printed it out. You are free to use any way you want just let me know how
you decide to present it. Remember, as we spoke about last class we want these
pictures to be representative of who you are. I want everybody to think about a couple
of guiding questions when finalizing your picture choices. “
Who or what is important to you?

What are things that make you unique or different?
Where is you favourite place to be?
What are your interests?
What do you like to do?
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What makes you happy?
What makes you who you are?
What is your background?
What is your first language?
Do you have a big or a small family?
“Please use the handout (see Appendix 1) to guide your thinking in exploring
why these images are important to you. You will be using this handout for
your presentation next class. You may begin to work at your desks
individually, however feel free to discuss your ideas with your peers or call
me over if you need any help”
Creative working period
25 minutes
Students will then individually work on their picture diary but can work together to
communicate their ideas and thoughts as they do so. The teacher at this time will be
circulating and helping students to think about the questions discussed earlier.
Closure
5 minutes
“Great work everyone, please finish your photo journal for next class and use the
handout (see Appendix 1) to help you with your presentation. I would like each of
you to prepare this handout about why you chose your pictures and bring it in next
class.”
Day 2 of Lesson
The next class students will bring in their journals to class (either in physical form or
media version). They will be presented to the class in a round robin style activity
where students will go around and visit stations in two parts of 7 min each. At this
time the teacher will also go around and have a look at each of the students work.
15 minutes Development:
“Hello class today we will be continuing with our photo journals. To give everyone
a chance we will make two presenting groups. Each group will have 7 min to walk
around in a Round Robin style to present their journal. Does everyone remember
how round robin works?”
If students are unsure the teacher will explain that Round Robin a station style
presentation where students will go up to their peers to talk about their work. Each
student needs to go and see 3 peers’ presentations in the 7-minute period.
“I would like you all to visit at least 3 of your peers station and ask at least one
question about their photo journal. We will use what you learn later in the discussion.
Remember to please be respectful of your peers work and how we communicate with
each other.”
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During the Round Robin Students will talk about their photos and explain to their
peers why they chose this picture and why it’s important to whom they are. Students
will have a handout given in the previous class to prepare them for their presentation
(see Appendix 1) and to hand back to the teacher to use for a formative assessment
and as a demonstration of their thinking. Students can chose to present their photo
diary it in multiple ways, either in a physical collage, or on a power point presentation.
To aid students in moving forward into the extension activity writing a short reflective
essay students will participate in a small class discussion about what they noticed
through the presentation. As a class we will create a concept map similar to the one
in Appendix 2. The teacher will use the following questions to elicit students thinking
and create a class concept map. (Appendix 2 has examples of possible categories to
discus as a class)
Questions for class discussion:
5 minutes
Similarities/Differences?
What did making it make you think about?
Why was doing this activity important?
What did you like about doing this activity?
Did you learn anything about yourself along the way?
“After we’ve seen and reviewed what we noticed about everyone’s photo journal and
looked at what similarities or differences we’ve found. I want us to consider
something else. I want us to think about our guiding question, this question will be re
visited throughout our unit on empathy. Our guiding question is “How do the things
WE say, do, and/or write impact the world and the people around us?””
“While we were creating our artworks, what did we notice? What can we say about
the pictures we chose? Do they make us happy? Why do we feel connected to these
images and how do they impact us?”
“When each of you presented your presentation to your peers, how did it make you
feel? Did you feel like some of the images you chose were similar to your peers? If
so, why do you think they’re similar? What do the people in our journals say about
us? Why do the things or people that are important to us impact who we are?”
These inquiry-based questions will help students begin to think about who they are in
relation to others around them and how they interact with their environment, people.
In addition to how their beliefs impact themselves and others. Thinking about these
questions, will help them move into the next part of the lesson, the reflective essay.
20 minutes Essay work
“Now that we’ve had the chance to think about our guiding question I want you all
to write a response to the activities we’ve been doing the past two classes. For this
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essay, I want you to look back at your presentation handout and think about the
whole process of creating your photo journal.”
“Did you like it? What did you find difficult? What did you notice after presenting
journal and learning about your peers work? Briefly talk about why the photos you
chose were important to include. Then write about what you learned in relation to
our driving question: “How do the things WE say, do, and/or write impact the
world and the people around us?””
The response is meant to bring all the ideas discussed in the lesson together and
have student critically think about who they are as individuals and how who they are
also impacts those around them. The response can be started during class time and
completed at home if necessary. The essay should be formatted in a style that
includes an introduction, body and conclusion but should not be more then a page
long. However, it is a response and can be written in various ways and what the
teacher will be looking for in this response in answering the given questions. The
response should be completed during class time however the responses can be
completed at home or continued next class depending on the students needs. The
idea is to make this writing experience a thoughtful one and not stressful for
students therefore, giving them sufficient time is important.
“At the end I want to give yourself a grade on 10 on what you believe you deserve
for your presentation and your overall participation in the activities. Please include
your reasoning as to why you deserve this grade. Remember, this is just a guide and
each of you did a great job and should be very proud of all your hard work.”
5 minutes Closure/Extension:
“Thank you so much to all of you for your participation and working very hard on
your presentations and essays. As we leave for today I want us to go back and think
about our driving question: “How do the things WE say, do, and/or write impact
the world and the people around us?” and consider it as we move on to the next
lesson. I want us to think about after these activities: how does who we are
impact other people our friends, family or even people we don’t know? Why do you
think it’s important for us to know what we do and don’t like? I want us to
consider this as we move on to the next lesson that uses music.”
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Music Lesson Plan
Rationale: In the previous lesson, students were asked to create a Photo Journal of their lives by
taking and collecting pictures of themselves, and their environment. In order to expose students to
a different medium other than Art, I will use music to move students thinking forward by asking
them to create a musical narration. In this narration, students will be answering the overarching
guiding question which entails: “How do the things we saw, do and/or write impact the world and
the people around us?” Since not all students share the same interest in music, I will use such
response to channel students to think how their peers feel when listening to a particular piece of
art and how their peer empathizes towards their peers’ response.
Inquiry: In this particular lesson plan, students will not only use their judgement when selecting
an appropriate musical piece in which reflects their self-identity, but will have the opportunity to
a hands-on musical experience by creating their personal musical narration. Students will use the
SoundCloud.com App in which enables them to explore how to record music and their narratives.
Throughout the lesson, students will be asked to use appropriate academic language to
communicate with their peers when sharing their final product and understand how each individual
shares different taste of music.
LESSON TIME: Beginning of the year

PLAN UNIT: Empathy
DURATION: 60 minutes
LEVEL: Cycle 2; Grade 3
ELA Competency 1: To read and listen to literary, popular, and information

Competencies based texts.
Key Features:
 To construct her/his own view of the world through [reading] and
listening to literary, popular and information-based texts.
Skills:
 Discussion of responses with others individually, in small groups
an in the whole class.
 Acknowledgement and support for different interpretations from
peers.
Students will be asked to listen to three video clips in which they will
thereafter have to not only reflect, but assess why one musical piece is
better than the other by looking at the visual images, the storyline and the
narrative behind each song.
Competency 2: To write self-expressive, narrative and information-based
texts.
Key features:
 To integrate her/his knowledge of texts into own writing.
 To follow a process when writing.
 To construct profile of self as writer.
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 To use writing as a system for communicating and constructing
meaning.
 To self-evaluate her/his writing development.
Skills:
 Writing to a familiar audience in order to express meaning(s).
Students will have to write 7 sentences by using the 7 words they created
in the mind map activity when recording their musical narration.
Competency 3: To represent his/her literacy in different media.
Key Features:
 To follow a process to respond to media texts.
 To construct her/his own view of the world through the media.
 To follow a production process in order to communicate for
specific purposes to a specified audience
 To self-evaluate her/his development as a viewer and producer of
media texts.
 To apply appropriate strategies for constructing meaning.
Skills:
 With guidance, in the context of sharing his/her integrated ELA
portfolio, draws associations between his/her productions and
experiences with the media.
Students will use the SoundCloud.com app in which they will record their
musical narrations and share them with their peers and provide each with
constructive feedback.
Competency 4: To use language to communicate to communicate and
learn
Key Features:
 To use language (talk) to communicate information, experiences
and point of view.
 To use language (talk) for learning and thinking.
Skills:
 Uses language/talk as means of exploring, expressing and
developing thoughts, feelings, and imagination.
 Experiments with and adapts linguistic features when
communicating in specific contexts for a familiar audience.
Students will be asked to use and reflect upon academic language
conventions when communicating with their peers when discussing,
sharing, and providing each other feedback on their musical narrations.
1.
Media Literacy
Broad Areas of Focus of Development:
Learning / - Use of media-related materials and communication codes:
procedure for producing, constructing and distributing media
products; use of various techniques, technologies and languages.
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Students will be asked to use a technological app (Sound Cloud) in order
Cross- to produce musical narrations where they record their narration and the
Curricular song that best reflects their identity.
Competencies Competency 4: To use creativity.
Key Features:
 To begin the procedure.
 To become actively involved in the process.
 To accept risks and unknowns.
 To persevere in exploring.
 To adopt a flexible mode of operation.
 To express his/her ideas in new ways.
Competency 5: To adopt effective work methods.
Key Features:
 To analyze the task to be performed.
 To espouse the objective.
 To understand the instructions and visualize the elements of the
task.
 To understand the context of the task.
 To perform the task.
 To make use of the appropriate resources: people, materials, etc.
 To manage his/her materials and time and to adjust his/her
actions as required.
 To begin the process.
 To reflect, before and during the action, on the best way to attain
the objective.
 To adapt his/her work method to the task and the context.
 To use his/her imagination.
 To complete the task.
Competency 7: To construct his/her identity.
Key Features:
 To expand his/her cultural horizons by means of discussions,
reading and exposure to a variety of media works.
 To have confidence in himself/herself.
 To define his/her opinions and choices.
Competency 9: To communicate appropriately.
Key Features:
 To observe the appropriate conventions for the mode of
communication used.
 To adapt the communication on the basis of the reactions of the
recipients.
 To recognize the strategies used throughout the process.
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OBJECTIVES - Students will construct their identity through music
- Students will represent their identity through narration
- Students will develop effective work methods through trial and
error
- Students will use creativity
- Students will use appropriate language skills to communicate
effectively to others and to the teacher
- Students will use technology to enhance their music experience
GROUP SIZE; Group size:

LOCATION For this lesson, students will work individually on their musical
AND narrations. However, they will be given several opportunities to share
MATERIALS their reflections, brainstorming maps and their final product with their
classmates.
Materials:
 Pencils/Erasers (Student)
 Power Point (Student and teacher)
 Computers (including microphones) (Student and teacher)
 USB sticks (students and teacher)
 YouTube Videos (Teacher)
Differentiation/ Learning Environment:

Accommodations Teacher will structure the class in a “U” shape in order for all students to
/Modifications participate and to view each other during discussions. This is an effective
method because it allows for the teacher to view all students at once.
Content:
Teacher will project a PowerPoint in order to accommodate visual
learners when explaining the steps/expectation of each task.
Teacher will write “SoundCloud.com” on the board during lab time in
order to ensure all students are following accordingly the instructions on
how to sign up.
Process:
The teacher will repeat the steps to students 2-3 at least in order to
ensure all students understand what is expected of them.
The teacher will decrease his/her pace of instructions if he/she observes
that students are not understanding the expectations.
The teacher will scaffold her/his language of instruction by using
everyday language in order to ensure all students comprehend what is
demanded from them.
Competency 1: To act as a professional inheritor, critic, and interpreter of knowledge or

culture when teaching students.
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Key Features:
 Situates the discipline's basic benchmarks and points of understanding (concepts,
postulates and methods) in order to facilitate significant, in-depth learning by students.
 Adopts a critical approach to the subject matter.
writing, using correct grammar, in various contexts related to teaching.
Key Features:
 Uses appropriate language when speaking to students, parents and peers.
 Is able to take up a position, support his or her ideas and argue his or her subject matter
in a consistent, effective, constructive and respectful way during discussions.
 Communicates ideas concisely using precise vocabulary and correct syntax.
 Corrects the mistakes students make when speaking and writing.
concerned and the subject content with a view to developing the competencies targeted in the
programs of study.
Key Features:
 Plans teaching and evaluation sequences taking into account the logic of the content to
be taught and the development of learning.
 Selects and interprets subject-specific knowledge in terms of the aims, competencies and
subject content specified in the programs of study.
 Plans learning situations that provide opportunities to apply competencies in different
contexts.
programs of study.
Key Features:
 Creates conditions in which students can engage in meaningful problem situations, tasks
or projects, based on their cognitive, emotional and social characteristics.
 Provides students with the resources they need to take part in the learning situations.
 Supports student learning by asking questions and providing frequent and relevant
feedback to promote the integration and transfer of learning.
related competencies.
Key Features:
 Designs or uses tools to evaluate student progress and mastery of competencies.
Key Features:
 Develops and implements an efficient system for running regular classroom activities.
 Communicates clear requirements regarding appropriate school and social behavior and
makes sure that students meet those requirements.
Key Features:
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 Facilitates the educational and social integration of students with learning disabilities,
social maladjustments or handicaps.
Competency 8: To integrate information and communications technologies (ICT) in the
preparation and delivery of teaching/learning activities and for instructional management and
professional development purposes.
Key Features:
 Uses ICT effectively to build networks that facilitate information sharing and professional
development with respect to his or her own field of teaching or teaching practice.
 Communicates using various multimedia resources.
TIME: Music Lesson-Diana Bavas
5 minutes Introduction:
In the previous lesson, students collected images of their environment that aided
them to reflect on their self-identity. For this lesson, the teacher’s goal is to
move students thinking forward by introducing music as a medium to begin to
develop their self-identity and empathy by answering at the end of this lesson
the guiding question.
The teacher will ask students to clear their desks for this upcoming activity. The
teacher will present three small clips of melodies in which each will account
for 30 seconds. The first melody involves students listening to ocean waves.
The second melody demands students to listen to Carl Nielson’s No.2
Symphony. Lastly, the third tune involves students listening to “superhero”
theme songs. Each melody rises different emotions. Therefore, once the
students listened to the three clips, the teacher will ask students questions such
as:
 “What melody did you most identify with and why”
 “Was there a specific type of melody you enjoyed more than another?
If so, why or how come?”
 “Did any melody remind you of any past experience? If so, tell us about
the experience?”
 “How did you feel when listening to each clip?”
 “How do you think your peer felt when listening to each tune and why?
Students will share their experiences by performing a grand conversation

amongst themselves and the teacher. Students will be asked to put themselves
in their peers’ shoes when trying to understand how their peer felt. The goal of
such question is to introduce students to the notion of empathy and how each
individual might not share the same experience when listening to music.
Therefore, the teacher will ask students to brainstorm words in which relate to
empathy. The teacher will say something like:
“Since not all of us identified with the same tune, I would like to take this
opportunity to present to you the notion of empathy. Empathy involves putting
yourself in someone else’s shoes by trying to think and understand how that
17
person is feeling. So, I would like for us to brainstorm several words that come
to mind when you hear the word empathy. I would write your responses on the
black board in order for everyone to see.”
Students might use words such as: “nice, kind, understanding, feel,
considerate, etc.” to illustrate how they understand the term empathy.
Next, the teacher will project on a PowerPoint the procedure (i.e. the 6 steps)
that students are expected to perform for this class. The teaching will say
something like:
“For our in class activity, I have projected on our screen the six steps in which
I would like for all of you to follow.” Teacher begins to explain the first step.
50 minutes Step by step:
(5 minutes) Step 1: The first step involves, the students writing in their notebooks a
reflection regarding why they think music is important, how it contributes to
their self-identity, and choose 3-5 songs that they believe best represent them
as a person.
(5 minutes) Once students completed their reflection, they will chose a partner and share
why they believe music is important and explain to their peer why they have
purposefully selected these songs. Students are required to integrate the
“empathetic” words from the introductory brainstorming activity when sharing
their ideas with their peers.
(5 minutes) Step 2: Students will be asked to select one song out of the 3-5 songs they
previously had chosen to create a mind map. In this map, students will use the
word “identity” in the middle and find 7 words that extend/represent their
identity by incorporating elements of the song they have chosen. The teacher
will present an exemplary model in order to demonstrate to students what is
expected of them (See Appendix 4). In order to ensure that the instructions are
clear and concise, the teacher will take a few seconds to explain to the class the
themes that rise such as social justice, T.V propaganda, equality, etc. Through
this song, students can analyze how their teacher is passionate about learning
social issues that occur and require empathy to understand such matter.
(5 minutes) Step 3: The teacher will reserve the computer room for the class. During this
lab, students will download their tune on the computer and then transfer it on a
USB stick. In order to ensure that students chose a pertinent and meaningful
song that reflects their identity, the teacher will then provide a sheet of paper in
which students are asked to reflect and respond to the following questions:
 “When did you first hear the song?”
 “What does this song represent to you?”
 “Why does this song best represents you?”
 “Why is this song significant to you?”
(10 minutes) Step 4: The teacher will proceed by explaining to the students that they will be
creating a narration of their identity by implementing the 7 words from their
mind map. Students will produce a rough draft of 7-10 sentences of their
narration and show their draft to the teacher (See Appendix 5).
(15 minutes) Step: 5: Once all students completed such task, the teacher will say something
like:
18
“I can see that you have all completed your 7-10 sentences. For this next step,
we are going to be using the computers and microphones to record our voice.
I would like for you to go to “SoundCloud.com” and create an account.
[Teacher writes this on a chalk board and/or spells out each word while
students are searching it.] Once you have created your account, I would like
for you to press “record” whenever you feel ready and that you have rehearsed
these 7 sentences effectively. When you finished your final product, I would like
for you to raise your hand so I can come and transfer these on my USB stick so
we can share them in class.”
Step 6: Once the teacher collected and transferred every student’s product on
his/her USB stick, the teacher and the students will come back to class where
some students will share their product with the class. The students who wish to
demonstrate their final product can do so as well the following day. That way,
all students’ products have been shared and viewed by the teacher and their
classmates.
After each student who volunteered to present their final product for the first
day, the teacher will ask the student as well as the class these following
questions in order to get students to think the importance of developing
empathy:
 “How did you feel when recording your narration? Was it a pleasant,
joyful, and/or exciting experience for you?”
Questions for the class regarding each students’ presentation:
 “Do you think (student’s name) choice of 7 words reflect her

personality? If so, how? I want you to use the words from our
introductory brainstorming activity to express your thoughts.”
 “Once again, using the terms we established in the beginning when
thinking of empathy, I would like for you to tell me how your peer’s final
musical narration and her/his choice of words impact us? Do these
evoke certain emotions to us—pain, happiness, sadness, etc.?”
(10 minutes) Closure/Reflection:
As a class, the teacher will ask students to come together to answer our guiding
question. The teaching will say something like:
“Now that you have produced a musical narration that reflect your identity,
and that you have shared it with your peers, I would like for us to try and answer
a guiding question which is: “How do the things we say, do, and write impact
the world and the people around us?”. I’d like for you to take a moment and
reflect on your musical narration and how it might affect positively or
negatively your friend? Did you use appropriate words to reflect your identity
and how can your choice of words impact how other feel and/or understand
your identity?”
Once students shared their responses, the teacher will thank everyone for a
wonderful and great participation for the class and will conclude by saying how
the next lesson they will explore the importance of friendship.
19
Formative Assessment
Assessment (for students):
 Brainstorming map (if the words used are appropriate and accurate in regards to the
song.
 Narrative piece (final product)
Self-Assessment for students:
 Use a checklist to ensure that they use their peer’s feedback and evaluate their final
product if their musical narration.
Example:
Student’s name: Peer evaluator’s name:
 My 7 words are clearly  The 7 words align with the
identifiable in my mind map musical my peer chose
 My 7 words clearly represent my  His 7 sentences are coherently
identity and the words that I used structured and reflect his identity
are appropriate and accurate
 I demonstrate empathy with  He/she demonstrates empathy
others by understanding my towards others and does not use
peers different taste/opinion in vulgar language to express
music his/her differences
 I use appropriate and effective  He/she uses appropriate language
language when speaking and when discussing and sharing
writing his/her final musical narration
product
 My final product clearly reflects  His/her final product clearly
my identity reflects his/her identity
Assessment (for teacher):

 Use a checklist to identity if all the steps were clearly and concisely instructed.
 Observes if students carry out meaningful conversations with peers by demonstrating
empathy towards others taste/point of view when listening to music.
Example of a Teacher’s Checklist:
 Provided students with the 3 video clips
 Provided students with the mind map
 Provided my own example of mind map through my musical piece
 Introduced the SoundCloud.com App
 Provided students with the sheet to write their 7 words
 Transferred all students musical narration on my USB stick
20
Social Awareness (Friendships) Lesson Plan
Rationale: The theme of empathy has been integrated into this lesson by having students answer
the question “what does it mean to be a good friend?”. Giving children the opportunity to answer
this question allows them to better understand our guiding question, “how do the things we say,
do and/or write impact the world and the people around us?”. As children begin to construct the
meaning of being a good friend, they also develop a deeper understanding on how their words and
actions play a significant role in their friendships. Allowing children to construct meaning through
writing activities is empowering. It is important for students to feel as though their words and ideas
have meaning. Therefore, opportunities where students can deliver a message that speaks to
experiences they are currently living can encourage them to continue writing with passion and a
sense of meaning.
UNIT: Empathy
DURATION: 1 hour and 25 minutes (divided into two classes)
LEVEL: Cycle 2, Grade 3
ELA Competency 1: To read and listen to literary, popular and information-

Competencies based texts
Key Features:
 To use a response process when reading and listening to literary,
popular, and information-based texts
 To construct her/his own view of the world through reading and
listening to literary, popular and information-based texts
 Students will listen to the teacher read a book and will then formulate
their opinion and ideas in response to the theme of friendship
highlighted in the book.
 Students will respond to the reading by answering questions related
to the actions and behaviors demonstrated by the characters in the
book
Competency 2: To write self-expressive, narrative and information-
based texts
Key Features:
 To integrate her/his knowledge of texts into writing
 To use writing as a system for
communicating and constructing meaning
 Students will integrate their knowledge of texts into writing by
answering questions based on the book they listened to as a class
 Students will use writing as a means for communicating and
constructing meaning by writing a poem that speaks to the theme of
friendship
21
Competency 4: To use language to communicate and learn
Key features:
 To use language for learning and thinking
 To use language to communicate information, experiences and point
of view
 To interact in collaborative group activities in a variety of roles
 Students will use language to communicate during class discussions
and group work
 Students will work with a peer to complete the first writing activity.
 Students will share their poem with the class through an oral
presentation
1. Broad Areas of Citizenship and Community Life
Learning /
Focuses of Development:
 Involvement in action in a spirit of cooperation and solidarity
o “decision-making process based on consensus, compromise”
o “establishment of egalitarian relationships”
o “interaction with peers in a spirit of mutual help”
 Students will explore the topic of friendship by asking themselves what
it means to be a good friend? Students will speak about what it means
to cooperate and work together to solve a conflict, as well as how do
we interact in a positive and respectful manner within our friendships.
Competency 3: To exercise critical judgment

Key Features:
 To form an opinion
 To express his/her judgment
Cross-  To qualify his/her judgment
Curricular  Students will exercise their critical judgement by forming an opinion
Competencies based on the book they listened too. Also, by listening to other opinions
and ideas, they will be able to further analyze their own judgement.
Competency 4: To use creativity
Key Features:
 To become familiar with all the elements of a situation
 To imagine ways of proceeding
 To begin the procedure
 To adopt a flexible mode of operation
 Students will use their imagination in the process of writing their poem
22
Competency 5: To adopt effective work methods
Key Features:
 To analyze the task to be performed
 To begin the process
 To perform the task
 To analyze his/her procedure
 Students will develop effective work methods during the process of
completing each activity in the lesson
Competency 7: To construct his/her identity
Key Features:
 To be open to his/her surroundings
 To become aware of his/her place among others
 To make good use of his/her personal resources
 Students will work towards constructing their identity by thinking
about how they contribute to their own friendships
Competency 8: To cooperate with others
Key Features:
 To interact with an open mind in various contexts
 To contribute to team efforts
 To use teamwork effectively
 Students will cooperate with others during team work and class
discussions
 Students will read and listen to literary texts
OBJECTIVES  Students will further develop their critical literacy skills
 Students will communicate their opinions/ideas orally with the class
 Students will cooperate during group work and contribute to class
discussions
 Students will develop a literary text from beginning to end
 Students will learn and explore the basics of building positive and
healthy friendships.
 Students will learn ways of communicating in a positive and respectful
way within their friendships
GROUP SIZE:
Part 1: This activity is done together as a class
GROUP SIZE; Part 2: Students will work in groups of two to complete the worksheet (activity
2)
LOCATION
Part 3: Students will work individually to create/write their poem (final
AND activity)
MATERIALS LOCATION:
In class
23
MATERIALS:
Materials (teacher):
 Horton Hatches the Egg by Dr. Seuss (Book)
 Worksheets to hand out to students
Materials (students):
 Worksheets
 Pencil/Scissors
 Color pencils
 Dictionaries
LEARNING ENVIRONMENT:
Differentiation/ Since writing and reading can be an anxiety provoking activity, the classroom
Accommodation will be designed in a way that students can easily share ideas and help one
another. The classroom desks will be set up in groups for students to work
s
together during group activities. Also, the class will offer comfortable working
/Modifications areas where students can work/write under a calm and soothing environment.
CONTENT:
The content of these activities can be modified to meet the needs of students
whose reading and writing level is not of a grade three student. In this case,
students can draw their responses and write a word or two that describes their
drawing. Also, instead of having the student write sentences, they can write
simple words to deliver their message. Instead of writing a poem, they can
write a sentence or two on their key to friendship instead.
PROCESS:
The teacher will provide help to those students that struggle with reading and
writing by explaining the tasks to them individually. The teacher can also give
additional time to students who take longer to complete writing and reading
activities.

Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or culture
when teaching students.
Competency 2: To communicate clearly in the language of instruction, both orally and in writing
using correct grammar, in various contexts related to teaching.
concerned.
programs of study.
24
TIME: Friendship Lesson- Maria Isabel Molina Calvo
Day 1
INTRODUCTION
20 Minutes Part 1:
To introduce the lesson, the teacher will first explain that the theme of empathy
will be continued as they explore different elements of friendship. The teacher
will ask students to name a few characteristics of what makes a good friend.
The teacher will then begin by reading the book Horton Hatches the Egg by
Dr. Seuss out loud to the class.
Students will seat in a circle around the teacher as she reads the book. Once it
is finished, the teacher will ask the following guiding questions to help students
complete the next activity:
 Which character demonstrated qualities of a good friend? Can you
name some of those qualities?
 Is there a character that behaved in a way that is not representative of
a good friend? How so?
 Is it possible for both characters to become friends again? Give an
example.
 Can you give me an example of a time that you were a good friend? Or
an example of a time that a peer was a good friend towards you?
 How do you feel when somebody acts kindly with you?
This will be done in the form of a class discussion. Students will be encouraged
to discuss the topic of friendship freely as they answer these questions and bring
in other ideas/opinions related to this topic. To continue, the teacher will ask
students to go back to their desks to complete a worksheet.
20 Minutes Part 2:
The teacher will continue the next activity by pairing students to work together.
The teacher will then introduce the worksheet by reading each question out loud
with the class to ensure that students understand the tasks they need to
complete. Students will be given the time to ask questions or ask for
clarifications in regards to the worksheet activities. Then, the teacher will hand
out one (1) worksheet to each group to complete.
For the first activity on the worksheet, students will be asked to complete a
chart with two columns. On the first column, students will list characteristics
of Horton the Elephant that demonstrate he is being a good friend. On the
25
second column, students will list characteristics of Mayzie the bird that show
she is not being a good friend (See Appendix 6).
Possible Answers:
Horton the Elephant: Loyal, helpful, supportive, trustworthy, keeps a promise
Mayzie the Bird: Unappreciative, liar, disloyal, uses hurtful words
On the same worksheet, students will be asked to give one example of a positive
solution that Horton and Mayzie can use to become good friends again. (See
Appendix 7).
Students will have fifteen (15) minutes to complete the worksheet activities and
the remaining five (5) minutes will be used for students to share their answers
with the class. The teacher will create a chart on the board to represent students’
ideas. The teacher will write down students answers on the chart as they share
them with the class. This chart will be useful for students to use during the
process of their individual writing activity.
Day 2:
30 Minutes Part 1:
The final activity will include the main writing component of the lesson. The
teacher will ask students to take out their worksheet from the previous class,
although the chart with their answers will be available on the board to use as a
resource.
The teacher will then explain that each student will be writing their own poem.
Students have been introduced to poem writing before, therefore they are
familiar with the different styles. The teacher will explain that they are welcome
to use their preferred style, however their poem must illustrate the theme of
friendship. The teacher will encourage students to use the information they
gathered in the previous activities. The teacher will explain that students’
poems must be minimum 4 lines.
The teacher will write down guiding sentences on the board that students can
use to start their poems:
 The key to friendship is…
 A good friend is…
 Friendship is when…
 I am a good friend because…
 My friend was helpful when…
 I feel appreciated when my friend…
 When I am upset with a friend I can…
The teacher will provide each student with a paper that has an outline of a key.
The teacher will explain that students must write their poem inside the key to
symbolize “the key to friendship” (See Appendix 8).Students will be allowed
26
to work at their desk, on the floor or at any other place in the classroom where
they feel comfortable and feel expired to write.
Once they are finished, students will be asked to decorate their key as they wish.
They can color it or add drawings that represent their poem.
15 Minutes CLOSURE
Part 2:
To conclude this lesson, students will be asked to read their poem out loud to
the class. Each student will have a turn to present their poem and then display
their key to friendship on the wall in the classroom.
ASSESSMENT/EVALUATION OF STUDENT'S LEARNING:

Students will be formatively assessed throughout the lesson plan. Students will
be evaluated through their completion of the worksheet and their key to
friendship poem. Students will also be evaluated during class discussions. The
teacher will use the following checklist as a means of evaluation.
Teacher’s Checklist:
Student’s Task Complete Partially Not

Complete Complete
(missing
some
elements)
Student responded to
the reading by
completing the
corresponding
worksheet
Student completed a
poem from beginning
to end (4 lines) using
the theme of
friendship
Student presented
their poem to the class
through an oral
presentation that was
clear and complete
27
Excellent Satisfactory Partial Lacking
Participatio Participatio Participatio Participatio
n n n n
Student
cooperated
during group
work
Student
demonstrate
d active
participation
during class
discussions
28
Social Awareness (Emotions) Lesson Plan
Rationale: Following the lesson pertaining to the theme of music through Language Arts, the
students will have gained an understanding of what it means to be a good friend. The purpose of
this inquiry-based lesson in particular is to raise social awareness in relation to emotions.
Fundamentally, this lesson has been created in order to lead the students to answer the driving
question of “How do the things we say impact the world and the people around us?” In order to
do so, the students will be creatively introduced to five main emotions: joy, sadness, anger, fear,
and disgust by watching a clip from the movie Inside Out. They will begin with a series of class
discussions, to then go on to individually work on the competition of a worksheet pertaining to
these emotions and finish off with communally writing a final short story written in groups. These
series of activities encapsulate all five of the emotions and foster the construction self-expressive
written works while also providing them with the opportunity to practice their use of appropriate
oral communication. The students will identify the emotions at hand, distinguish their triggers and
critically implement all of them into a cohesive short story. Through identifying, understanding
and using these emotions in a story, the students will have been gained a sense of awareness which
translates to empathic responses to the emotions. The lesson will conclude by having the students
rethink how emotions relate to our driving question now that they have completed all of the
activities.

UNIT: Empathy
LEVEL: Cycle 2 grade 3
ELA Competency 2: To write self-expressive, narrative and information-

Key Features:
● To integrate his/her knowledge of texts into own writing
● To follow a process when writing
● To integrate his/her own knowledge of texts into own writing
● To use writing as a system for communicating and
constructing meaning
Skills:
● writing to a familiar audience (peers, family, trusted adults)
in order to
express meaning(s)
● using the linguistic structures and features of text in own
writing
- The students will be writing down their ideas after having watched
the movie clip in a grammatically correct and structured fashion.
- The students will be self-expressive in their writing during their
completion of the worksheet as well as the short story.
29
Key Features:
● To use language (talk) to communicate information,
experiences and point
of view
● To use language (talk) for learning and thinking.
Skills:
● Uses language/talk as a means of exploring, expressing and
developing
thoughts, feelings and imagination
- The students will be expected to use appropriate language when
orally expressing themselves within the classroom discussion and
during their group work activity.
1. Broad Areas of Media Literacy

Learning /
Focus of Development:
Understanding of the way the media portray reality: elements of media
language (sound, image, movement, message)
After having watched the Inside Out clip, the students will begin a
think/pair/share activity where they will be critically discussing the
portrayed emotions, their images and their meaning.
Cross-Curricular Competency 7: To construct his/her identity
Competencies Key Features:
 To become aware of his/her place among others.
 To recognize his/her values and goals.
 To define his/her opinions and choices.
- Students will be incorporating their thoughts and ideas related to the
emotions portrayed on the worksheet
- Students will be supporting their answers with evidence from past
experiences.
Key Features:
 To contribute to team efforts.
 To participate actively in classroom and school activities with a
cooperative attitude.
 To plan and carry out a task with others.
 To carry out the task according to the procedure agreed on by the
team.
- During the think/pair/share activity, the students will be discussing

their ideas based on the clip that they watched.
30
- In the last part of the lesson, the students will be working
collectively to come up with a short story that includes all of the
emotions in the worksheet.
Competency 9: To communicate appropriately
Key Features:
 To observe the appropriate conventions for the mode of
communication used.
 To recognize the strategies used throughout the process.
- The students will be appropriately communicating verbally during

the think/pair/share activity when working with their peers and in
the last part of the lesson where they will be discussing the story that
they will be writing all together.
OBJECTIVES - Students will be able to identify the following five emotions: joy, sadness,
anger, fear, and disgust
- Students will develop an ability to understand the circumstances related to
these particular emotions and their triggers
- Students will create and write a short story incorporating all of the given
emotions
- Students will work cooperatively and effectively in groups of 4
- Students will use both written and oral language to communicate
appropriately
GROUP SIZE; Group size

LOCATION
Step 1- The students will be working individually taking preliminary notes
AND from the movie clip.
MATERIALS
Step 2- They will undergo the think/pair/share activity with a peer next to
them.
Step 3- The students will be working individually on their worksheets.
Step 4- Groups of 4 will write up the short story at the end.
Materials For Students: Pencils /Erasers & Printed worksheets
Materials For Teachers: Computer, microphones, working internet
Location: In class
Differentiation/ Learning Environment: The classroom desks will be set up in groups of 4

Accommodations where the students will be working together in pairs during the
/Modifications think/pair/share activity and all together in 4s for completion the short story.
Students who have difficulties with group work or who work best by
themselves will have the opportunity to work individually during the first
and second part of the completion of the worksheet. It is important however
to give students a chance to develop the skills necessary for collective group
31
work. Students who need more support from the teacher will be sitting with
peers that work well with them. These pairs of students will be discretely
placed by the teacher prior to beginning the lesson. Students with any kind
of disability or difficulty will be checked up on throughout the lesson by the
teacher in a discrete way that doesn’t single them out.
Content: During the process of filling in the worksheet, students who have
more difficulty with writing will be able to answer the question in a few
words instead of writing full sentences. Additionally, these particular
students will be given the option to draw out the short story and write one
sentence depicting what they drew as opposed to writing an entire story.
Process: The teacher will read the worksheet instructions out loud to ensure
that everyone understands what is being asked. The teacher will also orient
the students to each other’s ideas and the students will revoice their peer’s
answers. This repetition and orientation will enable the students to hear their
peer’s answers a few times while ensuring that everyone understands the
content and is on the same page prior to beginning each transitioning
activity of this lesson.

Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or
culture when teaching students.
writing using correct grammar, in various contexts related to teaching.
concerned.
concerned and to the subject content with a view to developing the competencies targeted in
the programs of study.
32
TIME: Emotions Lesson-Karleen Muhlegg
10 minutes Introduction
This lesson will involve raising social awareness through understanding
emotions.
The students will be given a worksheet that has three main activities. The first
has five different emotions expressed through Emojis. The five emotions include:
joy, sadness, anger, disgust, and fear (See Appendix 9). The students will have
to identify each emotion. The second part will have the students write about each
emotion through listing three things that make the students feel this emotion and
through writing about a time where you saw someone who felt this way. The
final part of the worksheet will be done in groups of four where the students will
collectively write a story that includes each emotion.
The teacher will introduce the lesson by saying: “Today, we will be discussing
emotions and how emotions make us understand each other better.”
The teacher will then ask: “Can anyone name some emotions that they have felt
lately?” This will enable the teacher to assess prior knowledge.
“This theme of emotion is going along with our unit of empathy. Can someone
tell me how empathy and emotions might be related?”
The teacher will use the teaching practice of pressing the students until the
classroom has come up with the general idea that through understanding our
emotions, we are able to understand the emotions that other people are dealing
with.
While the teacher is distributing blank sheets of paper, the teacher will say: “On
this piece of paper, please write down any ideas that you may have about
emotions that you will be seeing in the the Inside Out movie clip. Does anyone
have any questions? Is everybody ready for the clip?”
The teacher will show the 1:33 minute pertinent clip of the beginning of the
Inside Out movie.
This is the link: https://www.youtube.com/watch?v=e6_LqvY3rxg
Inside Out portrays a variety of different emotions portrayed as characters
existing in the mind of a little girl.
10 minutes Step One
Next, the students will be given approximately 10 minutes to do a
think/pair/share activity.
33
Think: The teacher will say: “We are now going to begin a think/pair/share activity.
3 minutes First, please take a few minutes to think about the clip that we just watched and
individual take any extra notes, ideas or thoughts that you may want to share with your peer
work later.”
Pair: Step Two

5 minutes in
pairs Once the teacher thinks that everyone is finished taking notes, about 2 or 3
Share: minutes, she/he will say: “Is everybody ready to begin pairing up to talk about
2 minutes of the emotions that you identified?” The teacher will give one extra minute for
whole-class everyone to finish up their notes, if need be. Once everyone is ready, the teacher
discussion will tell the students to turn to their partners sitting next to them and share their
ideas.
After 5 minutes of having the students discuss their ideas, the teacher will say:
“We are now beginning our share part of the activity. Who would like to share
the ideas that they talked about?”
Step Three
The teacher will then distribute the worksheet. The teacher will then ask the
students to begin individually complete the Emoji part of worksheet. The teacher
will read out the instructions and ask the students if anyone has any questions.
The students will go on to fill it out for a period of 10 minutes
Step Four
10 minutes
Once 15 minutes have passed and the teacher has circulated to see that the
students are finished filling up the Emoji part of the worksheet, the teacher will
begin to explain the final part of the lesson. The teacher will announce that they
will be working in the groups of 4 that they are already sitting with.
The teacher will go on to say: “Now that you have identified and explained the
emotions on your worksheet, you are going to create and write a short story that
incorporates each of the emotions that you identified on your worksheets. Does
anyone have any questions?”
20 minutes The students will be given 25 minutes to brainstorm and write a short story that
includes all five emotions within their characters (See Appendix 10).. The
teacher will also announce that there will be one story submission per group.
The teacher will be circulating amongst the groups to ensure that the students are
staying on task while answering any questions that the students may have.
Additionally, the students will be told that they will be submitting their short
stories at the end of class the teacher will be binding them all together to make a
class book about emotions.
34
10 minutes Closure/transition
Once the stories are complete, the students will be submitting them to the teacher.
For the final part of this lesson, the teacher will ask the students some questions
to get their feedback to find out how much the enjoyed lesson. The teacher will
ask:
What did you think of these emotion activities?
What did you learn about the five different emotions?
What was your favorite part of this activity?
Most importantly, the guiding question of the over-arching theme of empathy
will be re-announced.
“Now that we have completed our lesson in relation to emotions, let’s take a few
moments to directly answer our guiding question all together.” The teacher will
write the guiding question on the board: How do the things we say impact the
world and the people around us? The students will discuss their thoughts in their
already existing group of 4. The teacher will then ask each group to share their
collective answer with the class.
Assessments
 Assessment for students
For the sake of this lesson plan, the students will be formatively assessed
throughout the lesson and through their completion of the worksheet and the
short story.
 Teacher’s Checklist for evaluating the students:

 Student actively participated in class and group discussion (ELA Comp
#4, Cross-Comp #8 and #9)
 Student was respectful of other peer’s ideas throughout the entire lesson
(ELA Comp #4, Cross-Comp #7, #8 and #9)
 Student cooperatively worked with their peers (ELA Comp #4, Cross-
Comp #7, #8 and #9)
 Student completed the worksheet (ELA Comp #2 and #4, Cross-Comp
#8 and #9)
 Student successfully identified the emotions, wrote about a time where
they saw someone who felt this emotion and listed what the emotion
made them feel (ELA Comp #4, Cross-Comp #7)
 Student appropriately communicated in their written work and orally
throughout the entire lesson (ELA Competency #2 and #4, Cross-Comp
#7, #8 and #9)
35
 Student collectively created an short story that appropriately includes
each emotion (ELA Competency #2, Cross-Comp #7, #8 and #9)
 Student comprehends how empathy is associated with understanding
other people’s emotions (ELA Competency #2 and #4, Cross-Comp #7,
#8 and #9)
The students will be evaluating themselves through the use of this checklist:
If you were a teacher, how would you evaluate the work that you did today?
Please put a check mark in the box that reflects your work.
Always Mostly Sometim Not Never

es Really
I contributed
to my
group’s
discussion in
a respectful
way
I contributed
to the
classroom’s
discussion in
a respectful
way
I actively
participated
during
group’s
discussion
I actively
participated
during
classroom’s
discussion
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Assessment for teacher
 Teacher’s Checklist for evaluating teaching:
I will foster learning by:
 I have taught the lesson in a professional manner that is sensitive to my
students’ individual academic needs
 I have communicated and instructed my class in a clear, grammatically
correct and concise manner
 I have developed a teaching situation that has successfully tied in the
topic of emotions to the over-arching theme of empathy
 I have integrated the appropriate language arts competencies within the
lesson
 I have created formative assessments for the students to self-assess
themselves and for me to assess them
 I have organized the classroom environment in a way where every
student is involved and actively participating
 I have made adequate adaptations to my lesson in order to include every
student’s academic, physical and social needs.
37
Communications Lesson Plan
Rationale: The goal of this lesson plan will be to shed light on the different ways in which we use
our words to communicate and how these different ways may affect other people.
We tend to focus on the message we want to communicate, meaning we often reflect on what we
will say concerning a certain topic. However, often times we don’t think about how we
communicate our message. The ‘how’ in which we communicate can mean the difference between
hurting someone’s feelings and merely expressing a thought. This concept of communicating with
empathy will be explored with our Grade 3 class!
Inquiry: To answer our guiding question in regards to how we can use language arts skills to
identify how our words impacts the world and people around us, I have designed my lesson plan
to foster and develop their reading, communication (talking), and writing skills. Throughout the
lesson, students will be applying critical thinking and learned processes to gain a more empathetic
approach to communication. While communication is a large component of the lesson, it will be
developed and reflected upon by reading and interpreting social situations along with writing a
final written reflection. The role-playing activities are intended to shed light on how the lack of
empathetic communication can identified and changes. The role-playing component also touches
on the development of Drama/Theatre skill development. The Prezi presentation and group work
are intended to educate students on how to integrate empathy in regular conversations. The pair
and share reflection, the presentation of their social situation and the final written reflection allow
for students to gain a deeper understanding of the implications of empathetic communication.

UNIT: Empathy
DURATION: 1 hour and 20 minutes
ELA Competency 1 - To read and listen to literary, popular and information-

and
- The contribution that this competency makes to the development of literacy
is to provide the student with the necessary experiences, strategies and
processes to become an active and critical reader for life.
To use a response process when reading and listening to literary popular and
information-based texts
 Students will be using a responsive process when reading and

analyzing social situations and listening to others perform their
assigned social situation.
To construct meaning by applying appropriate reading strategies
38
 Students will recount a social story and outline certain pieces of
information in the text
 They will develop opinions on literary texts concerning the
communication methods used by the main characters
Competency 2 - To write self-expressive, narrative and information-

based texts
To integrate her/his knowledge of texts into own writing
 Students will be integrating their knowledge from the lesson into the
re write of their social situation, as well as in their final reflection
To use writing as a system for communicating and constructing meaning
 Students will use writing as a system for communicating and

constructing meaning as they reflect about the group activities (role-
playing presentations) and respond to the journal entry question
Competency 4 - To use language to communicate and learn
To use language (talk) to communicate information, experiences and point of

view
 Children will use language (talk) to communicate information that

was taught in the Prezi presentation. Students will communicate as
they discover the best course of action when changing the dialogue in
their social situation
 Children will use language (talk) to communicate their experiences
while presenting their social situation to the class
 Children will use language (talk) to communicate point of views
while deciphering their strategy for their social situation. They will
also communicate their points of view to the class as they present their
social situation
To interact in collaborative group activities in a variety of roles
 Children interact in collaborative group activities while they pair and

share their opinions in the engage activity. They will also collaborate
in group activity when they work as a team to evaluate, change and
present their social situation.
 Students will adopt a variety of roles as they prepare and organize for
their group presentation. Whether the students are filling out the
worksheet, organizing their rationale or assigning different roles for
their scene.
39
Learning / This lesson ensures that students develop a sense of responsibility for
adopting good living habits with respect to promoting a healthy environment
Competency 1: Uses Information
Puts information to use
 Students will apply knowledge acquired from the Prezi presentation
Cross- to their group activity as they relate the communication filter to new
Curricular social situations
Competencies
Competency 2 - To solve problems
Analyzes the components of a situational problem
 Students will analyze the components of a social situation when they

are given a starting activity at the beginning of the lesson and then
again while they do their group work.
 Students will recognize similarities from the previously solved
starting activity as they work in groups on their assigned social
situations
Adopts a flexible approach
 Students will adopt a flexible approach by identifying a solution and
analyzing the problems in their social situation
Competency 3 - To exercise critical judgment
Forms an opinion
 When responding to the journal entry question, students will be

expected to give an insightful and personal opinion
Considers all aspects of a task

 Students will consider all aspects of a task by imagining various ways
to approach the social situation in both the starting activity and group
activity. With the information they have, they will be expected to
reflect on the best way to proceed
Competency 8 – To cooperate with others
Contributes to team efforts
40
 Students will contribute to team efforts by participating in group
planning and carrying out the task as they engage in the group work
activity
Interacts with an open mind in various contexts
 Students will interact, showing an open mind in the group activity and
as they respond to each other’s presentations. They will be expected
to exchange points of view, listen to others and respects different
views.
Competency 9 - To communicate appropriately
Uses various modes of communication

 Students will establish the purpose of the communication throughout
the lesson by analyzing problems in dialogue in the social situation.
In the starting activity and in their group work, students will choose
one or more modes of communication suited to the context of the
social situation. Students will also justify the purpose of this change
in interaction for the sake of becoming more empathetic
Manages the communication process
 Students will manage the communication process by taking into
account factors that may facilitate or hinder communication as they
analyze the dialogue in their social situation group activity. They will
adjust the communication on the basis of applying skills towards
empathetic communication
Becomes familiar with various modes of communication
 Students will become familiar with various modes of communication
by learning about the guidelines of empathetic communications and
applying their knowledge through independent thinking group work
and group reflections
OBJECTIVES By the end of this lesson, children will learn…

 To use appropriate language while expressing ones opinion or thought
by reading and acting out social situations
 To communicate with more awareness of other people’s feeling by
changing dialogues in social situations by using the filtering process
worksheets
 To learn the importance of communicating with empathy by reflecting
upon how these changes in dialogue influence those around them
 To participate throughout the lesson and cooperatively work together
41
 To use oral communication through role playing to convey an
important message
 To apply their knowledge while reflecting and writing responses to
the guiding journal question by making thoughtful connections to the
group activity
GROUP SIZE; Group Size: The whole class will be involved. At the beginning of the lesson
LOCATION the class will stay as one group and later on in the lesson they will be divided
AND into smaller groups.
MATERIALS Location: They will begin at their desks and once they are divided into group
they will be sent to different areas of the classroom (ex: floor, carpet or group
table)
Materials: Teacher will need a projector and Prezi presentation. Students will
need pencils and worksheets (attached in Appendix)
Prezi link:
http://prezi.com/hrjsix2akxdc/?utm_campaign=share&utm_medium=copy
&rc=ex0share
Differentiation/ Learning Environment: The class will be divided into groups of 3 and will be
Accommodation assigned a space in the room, whether it being on the floor, carpet or at a
s group table. During this activity, if all the loud talking overwhelms a student
/Modifications in the classroom, their group will be assigned to work in the hallway.
Content: Depending on the different levels of understanding, a student can
draw a picture of the social situation prior to any changes and list the emotions
that the person may be feeling. Student will copy the dialogue into a speech
bubble.
After the student has participated in the ways the words could be changed in
the social situation, they would draw a new picture of how the social situation
played out with the speech bubble. Student can write a new list of emotions
that the student may feel.
Seeing that the lesson involves many different skills such as problem solving,
writing, acting and oral communication. A group can designate the various
tasks according to everyone’s strongest skill set.
Process: Students with difficulties will be able to sit with the teacher while
they complete the worksheet at the beginning of the lesson. When students
are working in a group, the instructions will be given to the student on paper
rather than just have it written on the board. While writing the reflection, the
42
student will sit nearby the teacher in order to have the help accessible to
him/her.
PROFESSIONAL COMPETENCIES:

writing using correct grammar, in various contexts related to teaching.
concerned.
learning and social development
TIME:
Communications Lesson- Gabriella Saaba
3 minutes Introduction
1) Introduce link between empathy and communication
“Good morning class! Over the last few days, we have been discussing topics all
circling around the idea of empathy. A big part of empathy is being aware or in tune
with other people’s emotions or situations and communicating to them using correct
words.”
2) Starting Activity to engage students
5-6 minutes
“I’m going to need three volunteers to help me! We’re going to do some role-
playing to show an example of the type of communication we will be looking at
today.”
The educator will choose three students to come up in front of the class and will
assign them each a role. (See Appendix 11)
5 minutes 3) Pair and Share
After the students have completed the role-playing scene, the educator will ask them
to return to their seats.
“After watching and listening to this social situation, I would like you to think about
whether this was an example of communicating with empathy or without empathy.
Brainstorm your answer with a partner and explain to each other your ideas.”
43
The educator will give the students around 3 minutes to discuss amongst each other
their response to role-playing.
Following the pair and share time the teacher will ask for 2 or 3 responses to be
shared with the class.
“Please raise your hand, I’d like to hear some of the responses you’ve been
discussing with your partner.”
If the students raise significant points, mark down key words on the board.
 Wasn’t thinking about the other child
 Hurt feelings
 Not friendly
Development:
30 minutes
4) Prezi Presentation
The educator will open up the Prezi Presentation on the Smart Board or any
projector available in the classroom. The presentation will begin to explain the
qualities necessarily in order to be empathetic while communicating.
After reviewing the material, the presentation will revisit the social situation about
Amelia and Lucy. As a class, the students will apply the filter procedure and correct
Amelia’s choice of words.
How the filter works: Depending on which question you answer yes or no to, this
will guide you in how to change the dialogue
1) Am I being a bully? If yes, then this would imply change what you are saying all
together
 Ask students: “Is Amelia being a bully? Do you think it’s on purpose?”
2) Am I using avoidable language? If yes, then change those words (ex: bad words)
 Ask students: “Is Amelia using avoidable language? So is she using certain
words that can be avoided?”
3) Is there anyone around that could get hurt? If yes, change what it is about what
you are saying that is hurting the other person (ex: Saying Blonde hair is ugly when
a blond haired person is right there)
 Ask students: “Is there anyone around that could be hurt/negatively affected
by what Amelia is saying?”

4) Appropriate environment? If no, then keep your comment for later and do not
say anything (ex: Telling a joke to someone, while your classmate is doing a
presentation)
44
 Ask students: “Is Amelia in an appropriate environment or space to be taking
about Lucy?”
5) Can my tone be perceived as hateful? If yes, then use a nicer tone (ex: Can you
please be a bit more quiet, thank you)
 Ask students: “Is Amelia’s tone hateful, or sound mean?”
“So we appeared to be answering yes to many of those questions. Amelia is making
an observation that Lucy can’t speak English very well and can’t really understand
her. Is there another way Amelia can tell Lucy she is having a hard time
understanding her? What could Amelia say to express her difficulties and approach
Lucy with a more positive reaction?”
Give the class 5 minutes to work on coming up with possible answers.
Have the class share the alternative options they came up with. Have them record
what they feel to be the best possible answer in the corresponding section of their
worksheet.
Give students feedback on their ideas.
Possible answers:
Lucy I think it’s great you’re practicing your English. But I’m having a hard
time understanding you. Let’s ask the teacher for help!
 Lucy you’re doing a good job, how about you draw a picture of what you
mean and I can help you!
 Lucy it’s a bit difficult to understand what you’re saying, could you repeat
that a bit more slowly?
25 minutes
5) Group Work/Activity
The educator will, at random, give each student a number number that will
coordinate with a section in the room. These sections could be located at the desk,
on a carpet in the back of the class or even on the floor by the teacher’s desk. Each
section will have a unique social situation (See Appendix 12), similar to the class
example, along with a worksheet. (See Appendix 13) Each section will have 7-8
students.
Turn to the last slide in Prezi – The educator will explain the expectations for this
activity. Student Self-Assessment Checklist is to be handed out at this point as well
(See Appendix 14). Explain to the class that the checklist will help them keep track
of all of their tasks.
35 minutes 6) Presentation and Discussion of Group Activity

The entire class will watch each other’s presentations.
45
One group at a time will perform their original scene and then present it again with
the changes they made in the dialogue. Included in their presentation, the students
will answer “How the change of words effected the people in the scene” and “Why
it was important to be aware of the feelings of the other characters.”
The class will be encouraged to give feedback (positive or constructive)
“Alright everyone I will be opening the floor for feedback for this group. I want to
hear either positive feedback and/or constructive feedback. Remember to apply
what we’ve been learning and communicate your opinion with empathy.”
20 minutes 7) Closure
After this activity, they will be asked to write in their reflection journal.
“You all did an amazing job applying your thinking skills and using empathy in the
conversation. Why do you think learning about empathetic communication is
important?”
Allow time for students to think through their answers and take 1-2 responses.
“I would like you to all open your journals and think back to the social situations
we’ve seen and discussed. You’ll have 15 minutes to reflect on today’s activities in
answering the following question: How do the things we say impact the world and
the people around us?”
Write on board:
 Question: How do the things we say impact the world and the people around
us?
“Think about today’s social situations presentations and the group work you
accomplished with your friends. Why was it important to change our words in these
social situations?”
Assessment/Evaluation of student’s learning:

The educator would be using formative assessment because the students will be evaluated on
their participation throughout the activities, how well each group completed the worksheet and
on the reflection journal at the end of the lesson. All of which will be completed in order to
receive feedback. In order to thoroughly evaluate if the students have completed the objectives
for this lesson, the educator will use the follow checklist.
Evaluation Tool for the educator:

Assessment checklist
 Student used appropriate language while expressing ones opinion or thought by reading
and acting out social situations (CC#9, ELA#1, ELA#4)
46
 Student communicated with awareness of other people’s feeling by changing dialogues in
social situations by using the filtering process worksheets (CC#1, CC#9, ELA#2, ELA#4,
CC#3, CC#2))
 Student demonstrated understanding in the importance of communicating with empathy by
reflecting upon how these changes in how dialogue influence those around them in their
presentation and personal journal reflection (ELA#3, ELA#4, CC#1, CC#3, CC#9)
 Student participated throughout the lesson and cooperatively worked with peers (CC#8)
 Student used oral communication through role playing to convey an important message
about communicating with empathy (ELA#3)
 Student applied their knowledge while reflecting and writing responses to the guiding
journal question by making thoughtful connections to the group activity (CC#5)
Self-evaluation Tool for the students:

 Feedback through group discussion
 The teacher will respond to student’s journal entry with comments
Student Self-Assessment Checklist (Appendix D)

Group Work:
 Read the social situation
 All group members will use the filter to change the dialogue in their social situation. Be sure
to change how the other character in the scene will feel differently
 On the back of your Communication Filter worksheet, write notes to answer Questions A
and B on the back of worksheet.
QUESTIONS A) How the change of words affected the people in the scene?
B) Why it was important to be aware of the feelings of the other characters?
 Choose members from your group to act out the social situation to the class. The other
members will be responsible to explain their process of changing the chosen words.
Presentation in front of the class:
 Act out your original social situation
 Next, you will have some group members read how you changed it and why (Questions A
and B)
 You will redo your social situation in front of the class with the new dialogue
Follow up:
Students will receive comments on their final reflection question.
The filter worksheet will be posted on the wall of the classroom. Students will be reminded
whenever they are asked to communicate with one another whether it being in a group
47
discussion or giving feedback to each other, to apply what they’ve learned about communicating
with empathy. The follow up for this lesson will be continuously integrated throughout future
lessons.
48
Diversity Lesson Plan
Rationale: During every child’s life, they will come across individuals who are different. In order
for children to be able to cope with the differences they see in societies, whether it be cultural,
ethnic, or gender, in being aware of these differences will enable them to understand and accept
these differentiations as something positive. In teaching students about diversity awareness, I have
chosen to incorporate “if I were…” poems because this process allows students to see differences
within others in the classroom and perceive them as similarities in expressing diversity.
Inquiry: To answer our guiding question in regards to how we can use language arts skills to
identify how our actions impact the world and the people around us, I have designed my lesson
plan in a way that targets student’s abilities to think critically about the types of diversity that
surrounds them. Through the first activity, students are asked to think critically about their own
perceptions towards gender stereotypes within diversity that they are familiar with. Through
working with others during this process, they are also able to gain perspectives from others. Within
the main activity, I am asking students to use what they have learnt form the introductory activity
and apply that to a written narrative. This narrative (“if I were…” poems) targets student’s abilities
to take differences (i.e. female and male), and apply it into a comparison that portrays both
differentiations as equals. In completing the activity, they will have shared and expressed their
views of gender stereotype diversity and how one expresses their opinions can impact others
around them
Lesson plan TIME: Beginning of the year
UNIT: Empathy
TOPIC: Diversity awareness through poetry
LEVEL: cycle 2 – grade 3
ELA Competencies Competency 1: to read and listen to literary, popular and
information-based texts
Key features:
- To use a response process when reading and listening to
literary, popular and information-based texts
- To construct his/her own view of the world through reading
and listening to literary, popular and information-based texts
I incorporate this competency within my lesson by exposing students
to the form of poetry I am focusing on. In giving them an example of
a “if I were…” poem, they become aware of how it is structured,
written and expressed within literacy.
Competency 2: to write self-expressive, narrative and information-
based texts
Key features:
- To follow a process when writing
- To integrate his. Her own knowledge of texts into own
writing
49
- To use writing as a system for communicating and
constructing meaning
I incorporate this competency into my lesson by asking students to
write an “if I were…poem” on their own. In allowing them to express
their thoughts and perspectives of diversity through this type of
format, it enables them to be able to turn a commonly negative topic
into something positive.
Competency 4: to use language to communicate and learn
Key features:
- To use language (talk) for learning and thinking
- To use language (talk) to communicate information,
experiences and point of view
- To apply his/her knowledge of linguistic structures and
features
- To interact in collaborative group activities in a variety of
roles
I incorporate this competency into my lesson through groups
discussions and team work activities. Within the introductory
activity, students are able to share their perspectives with their peers
and be able to make decisions they all agree upon collaboratively.
Within the main activity, the “if I were…poems”, students are able
to express their perspectives and though processes through group
discussions. This allows their peers and educator to be able to
understand how they perceive and think about diversity within their
community.
Broad Areas of Citizenship and Community Life

Learning - To enable students to take part in the democratic life of the
classroom or the school and develop an attitude of openness
to the world and respect for diversity
- Promotion of the rules of social conduct and democratic
institutions
- Participation, cooperation and solidarity
- Contribution to a culture of peace
Objectives of the lesson Students will be able to develop a personal response process in the
context of a community of readers through discussions
Students will begin to identify the view of the world presented in a
text
Students will write for specific purposes and in different contexts
Students will experiment with familiar structures and features in
different text types in own writing
Students will share and talk about responses and point of view with
peers and teacher
Group Group size
size/location/materials The activity will be done with around 15 to 20 students in the class.
50
Materials
- “Whom to leave behind worksheets”
- Whiteboard/chalkboard for discussion
- “My name” activity sheet and “investigating my name”
worksheet
Differentiation/ For the “Whom to Leave Behind” activity, the students will be given
accommodation options as to how they would want to complete the worksheet. For
/modifications the students who have trouble reading, they will receive a sheet with
pictures of the individuals to go on the rocket ship rather than the
words. This will enable students with reading or learning disabilities
to grasp what is on the page.
For the “if I were.” poem activity, students will be given the choice
to type their poems on the computer. This will enable students who
are not comfortable writing or who have trouble gathering their
thoughts to be able to write their poems with assistance form the
teacher or other teaching personnel
PROFESSIONAL COMPETENCIES AND KEY FEATURES
Competency 1: to act as a professional inheritor, critic and interpreter of knowledge or culture

when teaching students
Key features:
- Situates the disciplines basic landmarks and points of understanding (concepts,
postulates and methods) in order to facilitate significant, in depth learning buy students
- Transforms the classroom into a cultural base open to a range of different viewpoints
within a common space
Competency 2: to communicate clearly in the language of instruction, both orally and in

writing, using proper grammar, in various contexts related to teaching
Key features:
- Uses appropriate language when speaking to students, parents and peers
- Is able to take up a position, support his or her ideas and argue his or her subject matter
in a consistent, effective, constructive and respectful way during discussions
- Communicates ideas concisely using precise vocabulary and correct syntax
- Corrects the mistakes students make when speaking and writing
Competency 3: to develop teaching/learning situations that are appropriate to the students

concerned and the subject content with a view of developing the competencies targeted in the
programs of study
Key features:
- Plans teaching and evaluation sequences taking into account the logic of the content to
the taught and the development of learning
51
- Takes into account the prerequisites, conceptions, social differences (i.e gender, ethical
origins, socioeconomic and cultural differences), needs and special interests of the
students when developing teaching/learning situations
- Select diverse instructional approaches that are suited to the development of the
competencies targeted in the programs of study
- Plans learning situations that provide opportunities to apply competencies in different
contexts
Competency 5: to evaluate student progress in learning the subject content and mastering the
related competencies
Key features
- Gathers information as students are engaged in a learning situation in order to identify
their strengths and weaknesses and to review and adapt his or her teaching accordingly
to help them progress
- Designs or uses tools to evaluate student progress and mastery of competencies
Competency 6: to plan, organize and supervise a class in such a way as to promote students’
learning and social development
Key features:
- Develops and implements an efficient system for running regular classroom activities
- Communicates clear requirements regarding appropriate school and social behaviour
and make sure that students meet those requirements
- Maintains a classroom climate that is conductive to learning
Competency 7: to adapt his or her teaching to the needs and characteristics of students with
learning disabilities, social maladjustments or handicaps
Key features:
- Facilitates the educational and social integration of students with learning disabilities,
social maladjustments or handicaps
- Consults resource people and parents to obtain background information on students with
difficulties (need, progress, etc.)
Competency 11: the engage in professional development individually and with others
Key features
- Take stock of his or her competencies and takes steps to develop them using available
resources
- Reflects on his or her practice (reflective analysis) and makes the appropriate
adjustments
Competency 12: to demonstrate ethical and responsible professional behaviour in the

performance of his or her duties
Key features
- Manages his or her class in a democratic way
- Provides students with appropriate attention and support
- Situates the moral conflicts arising in class with reference to the major schools of
thought.
52
Diversity Lesson- Amanda Reisler
TIME LESSON
Introduction
20 minutes Introductory activity – whom to leave behind
Students will be introduced to the idea of diversity by completing a
metacognitive thinking exercise.
To start off the activity, the teacher would say something like:
Good morning class, today we are going to be looking at diversity and

gender stereotypes. Does anybody know what diversity means? Does anyone
know about gender stereotypes? Can someone give me an example of gender
stereotypes they have seen before?
The teacher would continue by explaining what diversity and gender

stereotypes are by saying something like:
Diversity is what makes people different form others. It can also be applied
to groups of people within a community. Gender stereotypes can be a part
of diversity. They are roles and behaviours that are assigned to male and
females. – give examples!!
After the explanation has been done, the teacher will then explain how the
handout will be used.
We are going to be looking at a specific question related to diversity in

communities. The question we are going to examine is “how do the things
we say, do and write impact the world and people around us?”. What I am
going to have you so is work in teams to explore this topic.
10 – 15 minutes Next, students would be told how the handout would be incorporated into
the activity (See Appendix 15). The teacher would hand out the exercise
sheets and then explain how students use it by saying something like:
To explore the topic of how what we write or do impacts the world around
us, we are going to use this handout to examine how our own perceptions of
the world reflect our actions. As it says at the top of the sheet, the world is
coming to an end. Earth is doomed for destruction and it is going to be up
to you and your teammates to decide who gets to go up in the spaceship.
Now, not everyone is going to fit in the spaceship as it is only made for 8
people. You must work together to come up with the list of the 8 people your
team will send up in the spaceship from Earth.
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After the handout has been completed, the teacher would open up a
discussion by saying something like:
Now that everyone has filled out their lists of who they want to send up to
space, we are now going to discuss who each team chose and the reason
why they chose those individuals to send to space.
 the words on the lists would then be used to write their poems.
The teacher, within the discussion, would incorporate questions such as the
following:
Do you find that these individuals are clearly representative of their gender
stereotypes?
Is there anything wrong about what these people do? If so, how did this
impact the ways in which you chose who got sent up to space?
Why did you choose the people that you did to go up in space?
 These questions are used as a form of pre-assessment of how
students perceive certain gender stereotypes that may be seen in
society. It is also used a form of prior knowledge assessment for the
teacher.
To end the activity, the teacher will explain how the different stereotypes
that are listed on the worksheet can be used as guidelines or idea points for
the poems. The teacher would say something like:
I am going to be posting the list of the different individuals on the worksheet

for you to get ideas from for the next activity. Now we are going to examine
how what we write can impact the world around us through poetry.
Development
34-40 minutes “if I were...” poems
With all of the words posted up on the board for the class to see, the teacher
will explain to the class how they will use these words to write a poem about
diversity. The teacher would say something like:
Now that we all have an idea of what diversity means and how we think
about diversity, we are going to use the words from our lists to write poems
about diversity. The poems we are going to focus on are “if I were…”
poems.
To assess prior knowledge, the teacher will ask the students questions such
as:
Has anyone ever written a poem before?

Can anyone tell me any types of poems they have heard about?
Has anyone ever read any poems before?
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Can anyone try to explain how a poem is supposed to be written?
If the students have never encountered poetry before, the teacher will then
explain the type of poetry being targeted in the lesson. In explaining this
type of poetry, the teacher would say something like:
The poems we are going to write today are called “if I were” poems. They
are rhyming poems and are made up of four lines/verses. There are two
parts to this poem, the “I” and the “you’, hence why it is called “if I were…
poems”. The “I” part is two lines that describe something about yourself,
such as “I am nice” for example., and the “you’ part is made up of two lines
describing someone else, for example, “you are caring”. To make this a bit
clearer, we are going to be reading an example of an “if I were…poem”
together.
The teacher would use an example to illustrate this point for further
understanding. The example used within the lesson would be the following:
If you were a scoop of ice cream

and I were an ice cream cone,
I’d put you on my shoulders
And hold you for your own.
 With the use of this example, the students would be able to gain a
better understanding of the comparisons made between the “I”
metaphor and the “you” metaphor (in this case relating the ice cream
“you” to the ice cream cone” I”)
After the poem has been clearly emplaned to the class, the teacher will then
instruct them on their task by saying something like:
Does this help your understanding of how a “if I were…poem” works? (if
there are still further questions, the teacher would address them) I want you
all to come up with your own poems related to diversity and gender
stereotypes. You can use the words that we used in the space ship activity at
the beginning of the lesson in your poems. The first thing I want you to do is
choose your “I” and “you words”. Remember that these two words have to
be related to each other, like the ice cream cone and the ice cream in the
example.
Students will be given 20 minutes to write their poems
10-15 minutes Closure/transition

Once the students have written all of their poems, the teacher will ask that
some of them share their work by saying something like:
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Would anyone like to share what they have wrote for their “If I were poem?”
A number of students would share their poems with the class. As an ending
to this lesson, the teacher will ask that the stusents work together to write a
collective “If I were…” poem to represent their class. This poem would be
hung outside of the classroom or on the door for the rest of the school to see.
Follow up/ extensions
Name stories
A fun extension activity that can be done with students is for them to write
name stories (See Appendix 17). Students would be given guiding questions
to answer related to their individual names and would write a small
narrative.
Within their stories, students would be asked to answer questions such as
• Who gave you your name? Why?

• What is the ethnic origin of your name?
• What are your nicknames, if any?
• What do you prefer to be called?
These questions would help guide students in how they want to
structure their stories.
This type of activity should promote much creativity and some research
regarding the “why” and “where” they have the names they have. This also
allows for students to become more aware of the diversity that might be
hidden within the classroom (not only relying on visual characteristics to
show differences)
They would be given the “Instigating My Name Interview” to answer the

“why” and “where” questions (See Appendix 16). They will also fill out the
“My Name” handout to organize their thoughts for their short story.
Note: in terms of whether this activity could be done in class, the student
would be given the interview worksheet to bring home a couple of days in
advance so it is ready before hand.
Assessment Checklist
“If I were..” Poems
The editor will
consider Yes No Evidence to support
Did the student give

their work a title that
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helped the reader
understand the poem?
Did the student use
the proper structure
for their poem? (4
lines, comparisons()
Was the poem the
appropriate length? (4
lines)
Did the student use
rich language?
Was the spelling and
grammar accurate?
Did the poem have a
message or convey a
theme?
Participation throughout the lesson

The student is
evaluated based on Yes No Evidence to Support
“Whom to bring” activity

The team gives each
member of the group
an opportunity to
contribute
The team works
effectively and is on
task
The team produces a
product in which they
can feel proud
Participation within class discussions
Student gives
thoughtful and good
reasoning for choices
Student actively
participates in class
discussions
Student is respectful
of others during class
discussions
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Culturalism Lesson Plan
Rationale: Throughout the previous lessons, students got to learn how to communicate, act and
write in an appropriate way in the theme of empathy. After engaging and exploring the theme of
empathy using the skills of language arts, the students will be able to pull it all together in this
lesson on cultural awareness. This lesson will help them gain empathy by understanding the
different cultures and their traditions. It will open up their minds to a whole new view of the world
by learning how to greet in certain cultures and what these cultures celebrate. They will understand
why it is so important to know the ways all people live. By reading parts of the book “Children
Just like Me: A Unique Celebration of Children Around the World” students will get to learn about
the variety of people’s homes, lives, schools, food, and cultures. Through writing their own
worksheets and their own stories, and reading others, they will practice their reading and writing
skills. As well, during discussion, students will formulate their thinking and will be critical thinkers
to try and answer the guiding question: “How do the things we say, do and write impact the world
and the people around us?”
Inquiry: This is an inquiry-based lesson, where students will have to answer the guiding question.
Students will begin to engage in an activity where they get to share the different ways they say
hello in their culture. Then students will explore the ways in which different cultures celebrate
their holidays and traditions. Lastly, students will tie it all together by having a group discussion
on how learning about how people greet one another and how they celebrate their traditions has
an impact on the world. It is important to know the ways in which people live differently and to
be aware and empathetic to those ways of living.
UNIT: Empathy
ELA Competency 1: To read and listen to literary, popular and

Competencies information-based texts.
and
Use of pictures and other graphic representations to interpret texts.
Students will follow along with the teacher while the teacher is reading
and they will look at the images while the teacher reads what the image
represents to interpret the meaning.
Competency 3: To represent her/his literacy in different media
Make meaning of a media text by:
● Brainstorming
○ Drawing on prior knowledge
○ Sharing responses with peers
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○ Making connections to own experiences
○ Own response and responses to other
○ Comparison of own response with those of peers in order
to support and enrich own understanding
○ Exploring, with guidance, of some of the structures and
features for communicating and presenting information in
age-appropriate popular and information-based media
texts.
Students will be able to compare the similarities and differences between
their cultures in the 10-minute discussion.
Students will present their information on their worksheets through prior
knowledge of their culture and traditions.
● To interact in collaborative group activities in a variety of roles
● To use language (talk) to communicate information, experiences
and point of view
● Responding to the ideas and points of view of others with
sensitivity and interest
● Generating of own questions and comments about the subject
being learned.
In the concluding activity, the students will answer questions and make
comments based on the guiding question.
Students will formulate their answers based off of what they have learned
throughout the activity and the gestures they learned.
Students will collaborate in the group activities by greeting one another.
Students will express their point of view by writing in their worksheet
about their cultures and traditions.

Learning / Focuses of Development
● Culture of peace:
○ Interdependence of individuals and peoples and their
activities;
○ Recognition of the principle of equal rights for all and of
the right of individuals and groups to express their
Cross-Curricular
differences;
Competencies
○ Recognition of the negative consequences of stereotypes
Competency 7: To construct his/her identity
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 To become aware of his/her place among others. To recognize
his/her values and goals. To have confidence in himself/herself. To
define his/her opinions and choices. To recognize that he/she is
part of a community. To be open to cultural and ethnic diversity.
Students will be describing their traditions of their cultures and will also
be open to listen to other cultures from the group discussion being done.

 To contribute to team efforts. To participate actively in classroom
and school activities with a cooperative attitude. To plan and carry
out a task with others. To carry out the task according to the
procedure agreed on by the team.
When working in a circle, students will have to cooperate with one another
to communicate the greetings of their cultures.
Competency 9: To communicate appropriately

 To carry out the communication. To observe the appropriate
conventions for the mode of communication used. To adapt the
communication on the basis of the reactions of the recipients. To
recognize the strategies used throughout the process.
During discussion when comparing the cultures, students will need to
know to use appropriate language and to use the new language that they
learned throughout the activities.
OBJECTIVES - Students will be able to show appreciation for their own culture and gain
empathy and increase understanding of other cultures.
- Students will learn new vocabulary and practice their writing and
grammar while writing about their culture and traditions.
- Students will be able to talk about the different traditions that have been
discussed and formulate similarities and differences between them.
GROUP SIZE; Group size: Whole class will participate, but students will individually
LOCATION present their posters.
AND Location: In class
MATERIALS Materials For Students:
Bristol board, markers, color pencils
Materials For Teachers:
Staplers, hole puncher, and binder for the book the students will make.
Differentiation/ Learning Environment:
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Accommodations The class will be arranged in groups of 4 so that the students can help each
/Modifications other out when they need help to answer a question in their worksheet.
During the circle activity, some students who do not know or do not feel
comfortable can sit inside the circle and watch the other students’
greetings.
Content:
Students with difficulties will have the opportunity to write just a word
rather than a whole sentence in their book or instead just draw an image of
their favorite tradition. It is difficult to write a whole sentence and answer
all the questions in the worksheet and so these students will have the
teacher read out to them the questions and the teacher will sit next to them
to help them complete the worksheet even if they only write one or few
words.
Process:
Teacher will keep giving most attention to the students with difficulties
when circulating the room to help them complete the worksheet. Teacher
will sit next to the students to read out to them each question and help them
answer them.
Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or culture

when teaching students.
Competency 2: To communicate clearly in the language of instruction, both orally and in writing
using correct grammar, in various contexts related to teaching.
concerned.
TIME:
Culturalism Lesson- Amanda Tsitouras
5 minutes Introduction: Greetings Around The World
To introduce cultural awareness, the teacher will ask the students to all stand
up and make a circle. The teacher will have the students each say how they
greet people in their culture. One by one student will have to show how they
say hello to the person next to them starting with the one person and going
around and they will show which hand gestures or actions they do.
So one student might shake the hand of the person next to them, the next
person may give an air kiss on each cheek to the person next to them and so
on and so forth and it will work in a clockwise direction.
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Step by step:
15 minutes
Step 1: Teacher will do a first reading of the book “Children Just like Me: A
Unique Celebration of Children Around the World” The students will be
seating on the floor and will surround the teacher. The teacher will read the
book to the students and will listen.
Since the book is filled with many children’s real stories, the teacher will just
pick a few to talk about to the class. The students will analyze the photographs
and the text that depict the homes, schools, family life and culture of young
20 minutes children around the world.
Step 2: Teacher will provide the students with a worksheet filled with
questions, which include: “What is your favorite
holiday/tradition/festivity/occasion in your culture?” “Why is it your
favorite?” “Who is invited?” “What to wear” “Where does it take place?”
“How many people attend?” “What to bring” “What do you eat?” “How long
does it last?”
Each student will have to explain what happens at a birthday, or a wedding,
or any occasion that is celebrated in the culture that they chose.
10 minutes
Step 3: Each student would have filled out the worksheet (See Appendix 18).
Then the students will decorate it with a drawing of their favorite tradition.
Then they will be all placed together to form a book, which will be called
“Cultural Traditions Around the World” The greetings from the introduction
activity will also be implemented into the book. This book will bring
awareness to the culture’s ways of living and to inform students on other
cultures. The teacher will staple all the papers together and will punch holes
and will place it into a binder to form a book, which will be used throughout
the year to use as a tool for learning about cultures and their traditions and
ways of living. Students will get to sit in groups of 5 and read the book
together to learn about the different cultures and traditions that their peers
5-10 minutes have written.
Step 4: After the students have looked at the book in their groups of 5, we
will have a group discussion on the similarities and differences between each
tradition/occasion/festivity. This will gain understanding of all different
cultures. The teacher will ask, “What is something new that you have learned
from your peer’s cultures?” “Is there any similarities with your? Any
differences?” “What did you already know about it?” “Is there anything you
thought they ate, but it was just what you saw on TV or on the internet?”
Closure:
To end the inquiry lesson and to finally answer the guiding question, the
teacher will conclude the lesson by asking the students, “What is the benefit
of knowing the different traditions of people’s cultures?” Other questions will
include, “How does knowing how one greets impact the world around us?”
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“Why do you think we all greet differently?” “Have you ever had a moment
where you went for a kiss on a cheek and the other person went to shake your
hand?” “Why do you think we should know why we celebrate different
holidays?” “By learning about other people’s traditions, do you think that you
will be more understanding towards others?”
Students will respond and the teacher would try to position them to think of
what they celebrate and how they celebrate their traditions can have an impact
on the world. In this concluding activity, students will practice their oral
speaking and will try to answer the guiding question after doing these
activities all day.
This would link to the driving question, “How do the things we say, do or
write impact the world and the people around us?” Because one student might
answer how learning how to greet people in different cultures is a way in
which we do things that impact the world. By being aware of these greetings,
we are also being aware of the multicultural and the importance of diversity.
In addition, knowing and learning about the way people celebrate brings
people together and gains awareness.
Formative Assessment
Assessment (for students):
 Finish the task of filling out the worksheet

 Narrative piece (final product)
 Students will share their part of the book to their peers to assess whether they have
filled out the worksheet and if the drawing of their image relates to the culture and
tradition they chose to talk about.
Assessment (for teacher):
 Use a checklist to identity if all the steps were clearly and concisely instructed.
 Observe students during class activities and to see if students carry out meaningful
conversations in discussions with peers by demonstrating empathy and respect towards
others and their cultures
Teacher’s Checklist
____ Student finished worksheet by answering all the questions
____ Student drew the image that represents his/her culture or tradition
____ Student participated in the group discussion and the in-class activities
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____ Student showed respect and demonstrated empathy towards other cultures
Reflection:
I hope that this lesson works out well and that students feel comfortable to discuss their traditions
and favorite holidays. I hope the worksheets are well organized and students are able to fill it out
with my help. I also hope that the students will take the introduction activity seriously where they
show how to greet in their culture. It might be hard to integrate classroom management, but if that
is the case, then I will separate the students in small groups instead of a big circle.
64
Community Lesson Plan
Rationale: Once the students have learned about empathy on an individual and social level the
students will learn about how empathy can be used to impact the lives of a large group of people
or a community. The students will explore how different actions can positively affect individuals
and groups of people and why it is a nice thing to do. They will consider what steps are involved
when planning a volunteer project and how to promote their event.
UNIT: Empathy
DURATION: 2 days (60 minutes each)
ELA Competency 1 - to read and listen to literary, popular and information-

and
Key features: (used)
 To use a response process when reading and listening to literary,

popular, and information-based texts
 To construct her/his own view of the world through reading and
listening to literary, popular and information-based texts
 To construct meaning by applying appropriate reading strategies
Students will be using this competency when listening to the story being read
to them and while making meaning from what they are hearing.
Competency 2 - to write self-expressive, narrative and information

based-texts
Key features
 to integrate his/her knowledge of texts into own writing

 to use writing as a system of communicating and constructing
meaning
 to construct a profile of self as writer
Students will use this competency when following the rules of grammar and
spelling and constructing meaning when writing in their journals.
Competency 3 - to represent her/his literacy in different media
Key features: (used)
65
 To follow a production process in order to communicate for specific
purposes to
a specified audience
Students will use this competency when creating informational posters on
Bristol boards about the community volunteer project that will be taking
place. They will communicate the purpose and necessary information of the
event on the poster for the other members of the school to see.
Competency 4 - to use language to communicate and learn
Key Features
 To use language for learning and thinking
 To apply her/his knowledge of linguistic structures and features
 To interact in collaborative group activities in a variety of roles
 To use language to communicate information, experiences and point

of view
Students will use this competency when discussing the given topics with their
teacher and peers. They will be using these skills during group work.
1. Broad Areas Citizenship and Community Life

of Learning /
Focuses of Development
– Involvement in action in a spirit of cooperation and solidarity:
“principles, rules and strategies based on teamwork; decision-making process

based on consensus, compromise, etc.; establishment of egalitarian
relationships; debate and defense of opinions; leadership; interaction with
peers in a spirit of mutual help; projects related to community life”
Students will use this broad area of learning during group work when
cooperating and sharing their ideas. Students will discuss why helping others
is important and give examples of things that they can do. This broad area of
learning will also be used in the process of planning the volunteer project.
Competency 1 - to use information
Cross- Key Features:

Curricular
 To gather information
Competencies
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 To put information to use
Competency 4 - to use her/his creativity
Key Features: (not sure)
 To become familiar with all the elements of a situation

 To adopt a flexible mode of operation
 To begin the procedure
 To imagine ways of proceeding
Key features:
 To analyze the task to be performed

 To analyze his/her procedure
 To begin the process
 To perform the task
Competency 8 - to cooperate with others
Key features:
 To interact with an open mind in various contexts

 To contribute to team efforts
 To use teamwork effectively
Competency 9 - to communicate appropriately
Key features:
 To establish the purpose of the communication

 To select the mode of communication
 To carry out the communication
OBJECTIVES - Students will develop appropriate listening skills when listening to the book
being read and in group discussion
- Students will learn of new ideas through discussions with others
- Students will develop appropriate communication skills through group and

written work
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- Students will develop their creativity skills through thinking of ideas for the
community volunteer project and when making the Bristol board posters
Group size:
GROUP SIZE; The whole class will participate when listening to the book, watching the video
and responding to the teacher’s questions about the book and video. Students
LOCATION
will individually make an entry in their journals. Students will be in groups of
AND approximately 4 for the discussion about what the class can do to help out in
MATERIALS the community. Students will either work individually or in pairs when
creating Bristol boards.
Location: In class
Materials For Students:
Half of a Bristol board for each student/ pair of students, markers, colored
pencils, paper, students’ journals for journal entry.
Materials For Teachers:
The book “Good People Everywhere”, the video “Color your World with
Kindness” displayed on a whiteboard or projector for the class to watch.
Learning Environment:
Differentiation/
Accommodation While listening to the book and watching the video the class will be sitting on
the floor in by the teacher. Those with hearing or vision impairment will be
s
allowed to sit closest to the teacher and the video.
/Modifications
The class will be arranged in groups of 4 during the discussion so that the
students can help each other out and participate in a way that best fits their
skills (for example being the note taker, discussion leader, reporter). If a
student with a learning disability or an intellectual disability has a buddy in the
class they can be in that person’s discussion group so they feel comfortable to
participate. Their aid will also be with them.
Content:
The teacher will be reading the story and showing the video to benefit a group
of diverse students. Students with different learning styles or with visual or
hearing issues will benefit from having both sources, which share the same
themes.
Students with difficulty writing will be allowed to say their journal entry out
loud to the teacher rather than writing it in their journal. The teacher will mark
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down that it has been completed. Certain students will be allowed to write less
than 1 paragraph, even a few words, depending on their level of ability.
Process:
The teacher will give the most attention to the students with difficulties when
circulating the room to see how they are working with their peers and if they
need any help with the Bristol board.
The teacher will repeat the steps for the Bristol board poster to students more
than once to ensure that all students understand what is expected of them.
He/she will write the information needed on the Bristol board flyers on the
board (whiteboard, blackboard or smartboard) so that the students can look at
it to remember what they are supposed to include. The students are also
provided with a checklist to make sure that they have included all the necessary
information on their poster.
The students can work with a partner while doing a poster. Therefore, students
can do the parts of the poster they would be best at (for example, drawing)
while their partner can do other parts.
The teacher will increase time for the journal, group discussion and Bristol
board making if he/she notices that the students are not yet finished.
Competency 2: To communicate clearly in the language of instruction, both orally and in writing using
correct grammar, in various contexts related to teaching.
Competency 3: To develop teaching/learning situations that are appropriate to the students concerned.
Competency 4: To pilot teaching/learning situations that are appropriate to the students concerned and
to the subject content with a view to developing the competencies targeted in the programs of study.
Competency 5: To evaluate student progress in learning the subject content and mastering the related
competencies.
Competency 6: To plan, organize and supervise a class in such a way as to promote students’ learning
and social development.
Competency 7: To adapt his or her teaching to the needs and characteristics of students with learning
disabilities, social maladjustments or handicaps.
Competency 11: To engage in professional development individually and with others.
TIME: Community Lesson- Lizzie Kelly

10 minutes Introduction:
To introduce the lesson the teacher will have a quick conversation with the class about
what they have been learning in Language Arts recently. He/she will ask: “What have
69
we been talking about in class in the last few weeks?” The teacher will tell the
students that we will be continuing on the theme of culturalism, but extending it to
the community.
3 minutes The teacher will read the book “Good People Everywhere” by Lynea Gillen out loud
to the students. The students will sit in front of the teacher on the floor.
12 minutes The class will watch the YouTube video “Color your World with Kindness” on the
projector/Smart board while sitting on the floor facing the video.
The teacher will start a class discussion about the themes of the book and the video
(themes: helping others, how a small action can change someone’s day) He/She will
ask questions such as:
- What was similar between the story and the video?
- What were they both about?
- What are some ways that we can help others?
15 minutes The teacher will then ask to class to take out their journals and individually answer
the question in one paragraph: Who are you going to help this week and how? The
students that have trouble with writing can say their answer out loud to the teacher
and the teacher will mark off that they have completed the task.
20 mins
Students will then form groups of 4. The teacher will ask the group: What can we do
as a class to help our community? What are some things we need to consider when
planning a volunteering project? The groups will discuss their ideas and then will
report their answers back to the teacher. The teacher will write some ideas on the
board.
NEXT CLASS
The teacher will come to class with the details of the volunteer project figured out
10 mins (location, time, what would be happening, etc). She would have ideally picked one
of the most common and doable community volunteering ideas that the students came
up with the previous day (for example, a food drive, a clothing drive, cleaning up the
garbage at the park…).
The teacher would inform the class about the activity they will be doing and the
40 minutes details. The teacher would ask the class:
Wouldn’t it be amazing if we could get more people involved to help out with our
community project?
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He/she would inform the students that they will be creating posters using a Bristol
10 minutes board to inform the other students and teachers about the event taking place. The
teacher will tell the students that they can either make a poster alone or in pairs.
Students will work on their posters. They must include the important information
about the event on their poster. This information will be written on the board for the
students to see. The students will also be given a checklist so they can make sure that
they have included all the necessary information on their posters (the who, when,
where what, why of the community volunteering event)
Closure:
The teacher would tell the students to put their poster away and sit at their desks.
He/she would ask the class: “Why do you think we should help others?” “How do
our actions affect other people?”
The teacher will let students answer.
This would link to the driving question: how does what we say, do or write impact
the world?
ASSESSMENT:
The teacher will use a checklist to assess the students. They will be assessed on the completion of
their journal, their participation in group work and the completion of their Bristol board which
includes all the necessary information.
The students will evaluate their work with a checklist while making their Bristol board posters to
make sure that they have included all the necessary information about the community event.
Teacher’s checklist:
Student’s Task complete Partially complete Not complete
(missing some
elements)
Journal
Bristol Board
poster
Excellent Satisfactory Partial Lacking

Participation Participation Participation Participation
Student's
participation in
group work
71
Students’ checklist for Bristol board poster:
Included on my poster Missing from my poster
When is the community

volunteering event taking
place?
Where is the event taking
place?
What is happening at the

event?
Why are we doing this

event?
Who should people contact

to get more information
about the event?
72
Summative Assessment
In order to ensure that all students actively participated and engaged with the content and
materials, students will hand in one to two sheets per lesson plan. We have created a portfolio in
which encompasses the progression of students’ learning and how they have answered our guiding
question “How do the things we say, do, and write impact the world and the people around us?”
We have provided an example of the sheets in which students will hand in for their final portfolio
in which all teachers will use to assess their final product.
73
My Empathy
Portfolio
Student’s Name
74
Arts
Who am I?
Why did you choose these pictures, why are they important to who you are?
(Choose 4 pictures and write a few sentences about why)
1)___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________
2)___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________
3)___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________
4)___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________
75
Music
Narrative story/ Self-Identity through Music
Title:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
76
_____________________________________________________________
______________
Friendship
What Does It Mean to be a Good Friend?
Horton Hatches the Egg by Dr. Seuss
List some characteristics and/or behaviors List some characteristics and/or behaviors
of Mayzie the bird that show us she is not
of Horton the elephant that show us he is being
being a good friend?
a good friend:
 
 
 
 
 
77
Give one (1) example of a positive solution that Horton the
Elephant and Mayzie the bird can use to become good friends
again?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________
78
The Key to Being a Good Friend!
Use the theme of friendship to write a poem (you’re welcome to choose the style that you prefer
out of the ones we have practiced in class, however your poem must be at least 4 lines). Use the
previous activity as a reference to help you think of some qualities of a good friend! Use this
opportunity to deliver a message that is meaningful to you!
Write your poem inside the key and decorate it as you wish! Have fun!
79
Emotions
Name: ___________________________ Date: __________________________

Which emotion is this?
_________________________________
Write about a time where you saw someone who felt this
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
List three things that make you feel this emotion.
1. _______________________
2. _______________________
3. _______________________
80
Which emotion is this? _________________________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
1. _______________________
2. _______________________
3. _______________________

_________________________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
81
1. _______________________
2. _______________________
3. _______________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
82
List three things that make you feel this emotion
1. _______________________
2. _______________________
3. _______________________
Write about a time where saw you someone who felt this emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
List three things that make you feel this emotion

1. _____________________
2._______________________
3.______________________
83
Short Story
Now that you have identified all of these emotions, in groups of 4, you will write a short story
that includes characters that represent each of these emotions.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
84
Communications
85
Diversity
WHOM TO LEAVE BEHIND
The 15 people listed below have been selected as passengers on a space ship for a flight to
another planet because tomorrow the planet Earth is doomed for destruction. Due to changes in
space limitations, it has now been determined that only eight persons may go. Any eight qualify.
The task is to select the Eight (8) passengers who will make the trip. In teams of 2 or 3,
take approximately 5 minutes and rank order of the passengers from one to twelve based on those
who you feel are most deserving to make the trip with one being most deserving and twelve being
least deserving. Next, the entire group will come together and decides as a group the eight (8)
passengers who will make the trip.
PLEASE NOTE: When you make your decision as a group EVERYONE must agree on the final
eight passengers and come to a consensus. You are NOT allowed to vote or take a ‘majority rules’
decision.
Choose from the following passengers

_____ A woman construction worker _____ A successful business woman
_____ A male nurse _____ A male body builder
_____ A female hockey player _____ A female daycare worker
_____ A single stay at home dad _____ A male chef
_____ A male firefighter _____ A mother
_____ A female nurse _____ A male mechanic
______ A male teacher _____ A female business owne
_____ A male romance novelist
86
Culturalism
87
Portfolio Grading Scheme
Criteria/Grade Exemplary Proficient Emerging Developing Non-

developed
In-class Excellent Good in- Minimal in- Lack of in- No in-class

participation in-class class class class participation
(Active participation participation participation participation
engagement)
Effective & Excellent Good use of Minimal use Lack of No use of

appropriate uses use of effective of effective effective effective &
of language effective and and and appropriate
(writing/ oral and appropriate appropriate appropriate language
where appropriate use of use of use of
communication is use of language language language
clear, concise, and language
shows in depth
understanding)
MULTILITERA Excellent Good use of Minimal use Lack of an No

CIES (e.g., use of an an of an incorporatio incorporatio
student effectively incorporatio incorporatio incorporatio n of digital n of digital
uses digital media n of digital n of digital n of digital media in media in
to create and media in media in media in portfolio portfolio
convey a portfolio portfolio portfolio
meaningful
message)
Student Excellent Good Minimal Lack of No

demonstrates and demonstrati demonstrati demonstrati demonstrati demonstrati
uses his/her on of critical on of critical on of critical on of critical on of critical
critical thinking thinking thinking thinking thinking thinking
skills in a given skills skills skills skills skills
in-class situation
88
Effectively uses Excellent Good use of Minimal use Lack of No use of
communication use of effective of effective effective effective
skills (writing and effective communicat communicat communicat communicat
oral) to convey a communicat ion skills ion skills ion skills ion skills
meaningful ion skills when when when when
message by using when speaking speaking speaking speaking
both appropriate speaking nor writing nor writing nor writing nor writing
grammatically nor writing
correct language
Student uses their Excellent Good use of Minimal use Lack of No use of
imagination and use of imagination of imagination imagination
creativity to imagination and imagination and nor
formulate and creativity and creativity creativity
plausible creativity creativity
solutions/scenario
s effectively
Student uses Excellent Good use of Minimal use Lack of Does not
acquired use of application of application use acquired
knowledge and application of acquired application of acquired knowledge
applies it of acquired knowledge of acquired knowledge effectively
effectively to real knowledge knowledge
life situations
Excellent Good Minimal Lack of No evidence

Student organization organization organization organization of
effectively of of of of organization
organize information information information information of
information in a information
logical and
chronological
order
89
Resources
Teacher’s Ressource Student’s Ressource
Carmela Panarello
- Computers, projector, - Student photos
smart board gathered throughout
- Discussion: using concept the previous week.
example - Cardboard,
construction paper,
markers, glue,
scissors
- Papers and
pencil/pens for
responses
- Student handout
“Who am I”
Diana Bavas
- Projector/SMARTBOARD - Computer Lab
- USB stick (Computers and
- Computer Lab microphones)
- Power Point - PowerPoint
- 3 YouTube Videos: - USB stick
- Sound Cloud App
- 2 worksheets
(Pencils/Erasers)
Maria Isabel Molina
Calvo - Horton Hatches the Egg by - Worksheets
Dr. Seuss (Book) - Pencil/Scissors
- Worksheets to hand out to - Color pencils
students - Dictionaries
Karleen Muhlegg
- Computer - Pencils /Erasers
- Microphones - Printed worksheets
- working internet
Gabriella Saaba
- projector - pencils
- Prezi presentation - worksheets
Amanda Reisler - Whiteboard/chalkboard for - “Whom to leave
discussion behind worksheets”
90
- “My name” activity
sheet and
“investigating my
name” worksheet
- Pens and pencils
Amanda Tsitouras
- Staplers and hole puncher - Bristol board,
- Binder for the book the - markers
students will make. - color pencils
Lizzie Kelly
- The book “Good People
Everywhere” - Half of a Bristol
- The video “Color your board for each
World with Kindness” student/ pair of
displayed on a whiteboard students
or projector for the class to - Markers
watch. - Colored pencils
- Paper students’
journals for journal
entry.
91
Appendix
Appendix 1. Arts Lesson

Please prepare this for your presentation.
You can use this as a guide to present your Picture Diary to your peers.
Name: __________________________ Date: _____________
Who am I?
Why did you choose these pictures, why are they important to who you are?
(Choose 4 pictures and write a few sentences about why)
1)____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2)____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
3)____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4)____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
92
Appendix 2.Arts Lesson
Concept map to be created on the board with possible separations.
BACKGROUND
FAMILY
HOBBIES
WHO AM?
PLACES I LIKE
W TO GO
THINGS THAT I
MAKE ME W
HAPPY H
O
FRIENDS
A
M
I
?
93
Appendix 3.Arts Lesson
Example of Photo Journal
94
Appendix 4.Music Lesson
Teacher Example
Name:
Date:
Song: Black Eyed Peas- Where is the love?
95
Appendix 5.Music Lesson
Narrative story/ Self-Identity through Music
Title:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________________
96
Appendix 6. Friendship Lesson Plan
What Does It Mean to be a Good Friend?
Horton Hatches the Egg by Dr. Seuss
List some characteristics and/or behaviors List some characteristics and/or behaviors
of Mayzie the bird that show us she is not
of Horton the elephant that show us he is being
being a good friend?
a good friend:
 
 
 
 
 
97
Appendix 7. Friendship
Give one (1) example of a positive solution that Horton the

Elephant and Mayzie the bird can use to become good friends
again?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________
98
Appendix 8. Friendship
The Key to Being a Good Friend!

Use the theme of friendship to write a poem (you’re welcome to choose the style that you prefer
out of the ones we have practiced in class, however your poem must be at least 4 lines). Use the
previous activity as a reference to help you think of some qualities of a good friend! Use this
opportunity to deliver a message that is meaningful to you!
Write your poem inside the key and decorate it as you wish! Have fun!
99
Appendix.9. Emotion Lesson
Name: ___________________________ Date: ___________________________
_________________________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
4. _______________________
5. _______________________
6. _______________________
100
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
4. _______________________
5. _______________________
6. _______________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
101
4. _______________________
5. _______________________
6. _______________________
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
4. _______________________
5. _______________________
6. _______________________
102
Write about a time where saw you someone who felt this
emotion.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
1. _______________________
2. _______________________
3. _______________________
103
Appendix 10. Emotion Lesson
Short Story
Now that you have identified all of these emotions, in groups of 4, you will write a short story
that includes characters that represent each of these emotions.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
104
Appendix. 11. Communications Lesson
Narrator: There is a new student in the class that just moved from another country. Her name is
Lucy and has a difficulty speaking the English language. She has a heavy accent and often uses
the wrong words. Lucy is trying to speak to her classmates but Amelia, a student from class, does
not understand her.
Amelia: “I don’t understand what she is saying”
Narrator: She turns to her friends and says…
Amelia: “I don’t even think she’s speaking English!”
Narrator: Although Lucy cannot speak English very well; she is able to understand what Amelia
said. Lucy no longer felt confident to practice her English in class.
105
Appendix 12. Communications Lesson
Narrator: Jonathan and Cathy are chatting in the hallway and then Tyler, a boy from their class,
walks by. Jonathan turns to Cathy and says…
Jonathan: “Tyler is such a weird guy, he’s so awkward. And he always needs a teacher to help,
so unfair!”
Narrator: Tyler overhears what Jonathan’s comment. Tyler knows he is different. He feels alone
and quickly walks further away from the other students.
106
Narrator: Amy and bunch of kids from class were playing soccer in the schoolyard at lunchtime.
Amy is picked as one of the captains to make her team. It comes down to the last two students,
Caleb and Joanna.
Amy: “Sorry Caleb but I can’t pick you because you’re going to slow down my team, I pick
Joanna.”
Narrator: Caleb had hurt his knee a few weeks ago and can’t run very fast.
He touches his knee and looks away in disappointment. He doesn’t return the next day to play
soccer.
107
Narrator: Brendan is not the greatest at arts and crafts. In class they are working on an art project
and he is trying his best to complete the task. Charles and Anthony look at Brendan’s work.
Charles: “Brendan we’re suppose to be drawing zoo animals, your drawing just looks like a bunch
of stick men.”
Narrator: The students around them giggle as they look at his drawing. Brendan was never really
good at creating art. He feels embarrassed and begins to erase his work.
108
Appendix 13. Communications Lesson
http://www.plantlovegrow.com/conflict-resolution.html
109
Appendix 14.Communications Lesson
Group Work:
 Read the social situation
 All group members will use the filter to change the dialogue in their social situation. Be sure
to change how the other character in the scene will feel differently
 On the back of your Communication Filter worksheet, write notes to answer Questions A and
B on the back of worksheet.
QUESTIONS:
A. How the change of words affected the people in the scene?

B. Why it was important to be aware of the feelings of the other characters?
 Choose members from your group to act out the social situation to the class. The other members
will be responsible to explain their process of changing the chosen words.
Presentation:
 Act out your original social situation

 Next, you will have some group members read how you changed it and why (Questions A and
B)
 You will redo your social situation in front of the class with the new dialogue
110
Appendix 15. Diversity Lesson
WHOM TO LEAVE BEHIND
The 15 people listed below have been selected as passengers on a space ship for a flight to
another planet because tomorrow the planet Earth is doomed for destruction. Due to changes in
space limitations, it has now been determined that only eight persons may go. Any eight qualify.
The task is to select the Eight (8) passengers who will make the trip. In teams of 2 or 3,
take approximately 5 minutes and rank order of the passengers from one to twelve based on those
who you feel are most deserving to make the trip with one being most deserving and twelve being
least deserving. Next, the entire group will come together and decides as a group the eight (8)
passengers who will make the trip.
PLEASE NOTE: When you make your decision as a group EVERYONE must agree on the final
eight passengers and come to a consensus. You are NOT allowed to vote or take a ‘majority rules’
decision.
Choose from the following passengers

_____ A woman construction worker _____ A male romance novelist
_____ A male nurse _____ A successful business woman
_____ A female hockey player _____ A male body builder
_____ A single stay at home dad _____ A female daycare worker
_____ A male firefighter _____ A male chef
_____ A female nurse _____ A mother
______ A male teacher _____ A male mechanic
_____ A female business owner
111
Appendix 18. Culturalism
Each student will have a different template and will decorate it anyway they want and a book
will be formed out of all the worksheets.

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Culturalism Lesson Plan…………………..…………………………………………..p.58

LESSON PLAN TIME: Beginning of the year

 To integrate his/her knowledge of texts into own writing.

 Writing to a familiar audience (peers, family, trusted adults) in order

 Self-reflection of own topics, structures and features, based on

Competency 4 - to use language to communicate and learn

 To use language (talk) for learning and thinking.

 Uses language/talk as a means of exploring, expressing and

 Responding to the ideas and points of view of others with sensitivity

Competency 4 - to use her/his creativity

 To become familiar with all the elements of a situation.

Competency 5 - to adopt effective work methods

 To analyze the task to be performed.

Competency 7 - to develop her/his personal identity

 To open to his/her surroundings.

Competency 9 - to communicate appropriately

 To establish the purpose of the communication.

OBJECTIVES - Students will develop their understanding of narrative writing.

- Student photos gathered throughout the previous week.

- Computers, projector, smart board

Content: Since the activity includes creating a personal art piece

Process: This lesson is completed gradually throughout a couple of days

Product/Assessment: For students with learning disabilities or other

PROFESSIONAL COMPETENCIES AND KEY FEATURES:

Competency 2: To communicate clearly in the language of instruction, both orally and in

TIME: Arts Lesson-Carmela Panarello

Day one of Lesson

Who or what is important to you?

LESSON TIME: Beginning of the year

ELA Competency 1: To read and listen to literary, popular, and information

GROUP SIZE; Group size:

Differentiation/ Learning Environment:

PROFESSIONAL COMPETENCIES AND KEY FEATURES:

Competency 1: To act as a professional inheritor, critic, and interpreter of knowledge or

TIME: Music Lesson-Diana Bavas

Students will share their experiences by performing a grand conversation

 “Do you think (student’s name) choice of 7 words reflect her

Assessment (for teacher):

ELA Competency 1: To read and listen to literary, popular and information-

Competency 3: To exercise critical judgment

PROFESSIONAL COMPETENCIES AND KEY FEATURES:

ASSESSMENT/EVALUATION OF STUDENT'S LEARNING:

Student’s Task Complete Partially Not

LESSON PLAN TIME: Beginning of the year

ELA Competency 2: To write self-expressive, narrative and information-

1. Broad Areas of Media Literacy

- During the think/pair/share activity, the students will be discussing

- The students will be appropriately communicating verbally during

GROUP SIZE; Group size

Differentiation/ Learning Environment: The classroom desks will be set up in groups of 4

PROFESSIONAL COMPETENCIES AND KEY FEATURES:

Pair: Step Two

 Teacher’s Checklist for evaluating the students:

Always Mostly Sometim Not Never

LESSON PLAN TIME: Beginning of the year

ELA Competency 1 - To read and listen to literary, popular and information-

 Students will be using a responsive process when reading and

To construct meaning by applying appropriate reading strategies

Competency 2 - To write self-expressive, narrative and information-

To integrate her/his knowledge of texts into own writing

To use writing as a system for communicating and constructing meaning

 Students will use writing as a system for communicating and