Lesson Plans From Jan 21st To The 26th

Haley
Lesson Literacy: India’s Ancient Art of Teacher:

Reynolds
Title/Focus Kathakali/Life Line Express Date:
Jan 21st 2019
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (ELA#1) Students will listen, speak, read, write, view
Learning and represent to explore thoughts, ideas, feelings and
experiences.
Outcomes:
2. (ELA#2) Students will listen, speak, read, write, view
and represent to comprehend and respond personally
and critically to oral, print and other media texts.
and represent to respect, support and collaborate with
others.
and represent to manage ideas and information.
5. (SS#3.1) Communities in the World
Specific 1. 1.1 Discover and Explore

Learning 2. 1.2 Clarify and Extend
3. 2.2 Respond to Texts
Outcomes: 4. 3.2 Select and Process
5. 3.1.1- Examine the social, cultural and linguistic characteristics that affect
quality of life in communities in other parts of the world
LEARNING OBJECTIVES
1. By the end of the lesson students will have started or finished their think
marks and think notes for their article.
MATERIALS & EQUIPMENT
● Alberta Language Arts Program of Studies
● Alberta Social Studies Program of Studies
● https://www.greatbigstory.com
● Literacy Folders
PREPARATION & LOGISTICAL CONSIDERATION
ASSESSMENTS
Observations: Are students actively listening to the teacher during the
demonstration of the activity?
Are students engaged in the lesson?
What students are not engaged and why?
Are students all reading the article?
Have students all completed think marks, do they remember
what they are and how to use them?
Essential Question: ● How can we use think marks and think notes
to explore our article?
Products/Performances: ● Literacy Folders
● Great Big Stories
● Articles
PROCEDURE
Introduction Time
Attention Grabber:
● Discuss what we will be doing 5
What are we doing today
● Play the video min
(play the video)
Transition to Body ● Transition from the video to
discussing what they will be
reading and doing after their 2
reading min
● What are thinkmarks
● What are think notes
Body Time
Get into reading groups, ● All of the students within the group 10-1
all read the paragraph must read the paragraph and then 5
move onto their think marks min
Think Marks
5
● Start on their think marks
mins
May have to bring back ● What are thinkmarks, what are think
for discussion notes 6
● move on to summarizing if you’re mins
done
Think notes
5
● Move on to think notes
mins
Clean up
● Have students put their articles into their 2
folders mins
● Put away everything
Go to get snack
2
● Clean up and go get their snacks
mins
Assessment ● Formative/ Summative
● Are students able to read the whole
paragraph?
● What words do they struggle with?
● Do they understand what they are
reading?
● Are students able to connect their
thinkmarks to their think notes?
● Writing down or recording if students
are able to accomplish these things,
and what students may need more
support and in what area.
Adaptations ● Students who need more support will
be in a group with a teacher to assist
them
● Teacher will scribe for them as we
discuss the article, read it out to them
● Students are working in a group and
can help one another if they are
having trouble reading or need more
assistance in sounding out a word or
how to write a think mark/think note
Rationale
● How does this individual lesson scaffold learning opportunities for students?
This lesson gives students more of an opportunity to practice writing think marks and
think notes and connecting these types of documentation to their reading. By providing
the visual component, students are able to connect what they are reading to what they
have initially seen in the video. This will then help students who may have trouble
making connections within their reading and understanding.
● What assumptions does this lesson make about what students already know?
This Lesson assumes that students have a basic knowledge of
● Working with others
● How to contribute to group and class discussions
● What a think mark is
● In what ways is this lesson connected to the next lesson?

In the next lesson we will be discussing our think notes and why we wrote what
we did and how that connects to the article.
Questions
● Are the students engaged in the lesson?
● Do the students understand the activity?
● Are the students able to understand what they need to do?
● Are students benefiting from the activity?
● Are students who need more support benefitting?
Haley
Lesson Teacher:
Social Studies: History of India Reynolds
Title/Focus Date:
Jan 21st 2019

experiences.
Outcomes:
3. (SS) Skills and Processes

Learning 2. 3.1.1- Examine the social, cultural and linguistic characteristics that affect
Outcomes: 3. 3.1.1 - appreciate similarities and differences among people and communities
4. 3.S.2 - develop skills of historical thinking
LEARNING OBJECTIVES
1. By the end of the lesson, students will have a better understanding of the
history of India.
● Powerpoint
● https://www.google.ca/search?q=gandhi&source=lnms&tbm=isch&sa=X&ved=0
ahUKEwiHqsjXqoDgAhUi_IMKHRW2DLEQ_AUIDigB&biw=1600&bih=768#
imgrc=WFvz4Jrg7dTdjM:
● https://www.google.ca/search?biw=1600&bih=768&tbm=isch&sa=1&ei=un5GX
K2EAujWjwSC-Y3oCw&q=india&oq=india&gs_l=img.3..0i67l10.21615.23545..
24125...0.0..0.146.679.0j5......2....1..gws-wiz-img.....0..0.Cn7rhugTrUQ#imgrc=hI
T-tXbR3qzTTM:
● https://www.google.ca/search?biw=1600&bih=768&tbm=isch&sa=1&ei=035GX
O3rCo6JjwSGkL2QCw&q=india+before+1947&oq=india+before&gs_l=img.1.0.
0l10.76463.79911..81229...0.0..0.128.1475.0j12......1....1..gws-wiz-img.....0..0i67.
im3TrUR0XOQ#imgrc=vIeGWALzcyxKAM:
ASSESSMENTS
Are students engaged in the lesson?
What students are not engaged and why?
Are students participating in the discussion?
How are students participating, are they responding to
questions being asked or going off topic?
Essential Question: ● How does the history of India relate or is

different from other places?
Products/Performances: ● Powerpoint
PROCEDURE
Introduction Time
Attention Grabber:
The first civilization in
5
India. ● Discuss and develop questions
min
What does civilization
mean?
Transition to Body ● Transition from the
2
civilization into how Britain
min
took over India
Body Time
Talk about the trading ● Talk about the trading post that
4
post that was created British created in India
min
● How that relates to Canada
Talk about how the ● Talk about how the British took over
British took over 5
● Relate to Canada
mins
● Create discussion
Talk about Gandhi and ● Discuss Gandhi
his role 6
● Who he is
mins
● What he did (why he is important)
End with how India used
to look before 1974 and ● Discuss 5
after ● Point out on the pictures mins
Clean up
2
● Have students clean up
mins
Go to get snack
2
● Clean up and get ready to go home
mins
Assessment ● Formative
● Are students participating in the
discussion?
● Are students responding to questions
asked?
Adaptations
● Pictures for visual learners

● Words and discussion for students
that learn through discussion
Rationale
This lesson was used to create a base for the students to know the history as we dive
into our inquiry.
● How to contribute to group and class discussions

In the next lesson we will be reading our book on Diwali or we will be reading
a book on Gandhi
Questions
Haley
Lesson Literacy: Review, creating our think Teacher:
Reynolds
Title/Focus notes Date:
Jan 22nd 2019

experiences.
Outcomes:
3. (ELA#2) Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and
other media texts.
4. (ELA#5) Students will listen, speak, read, write, view and
represent to respect, support and collaborate with
others.

Outcomes: 3. 1.2 Clarify and Extend
4. 2.1 Use Strategies and Cues
6. 2.4 Create Original Text
7. 5.2 Work within a Group
LEARNING OBJECTIVES
1. By the end of the lesson, students will have finished their think marks and
think notes.
● http://greatbigstory.com/
● https://www.dreamstime.com/lifeguard-took-brake-lifeline-hanged-image1270047
32
● Have the videos ready
● Get their pencil kits first
● Then their folders and then into their reading groups
ASSESSMENTS
Are students actually working on their think notes?
Do students have an understanding of the think notes and
think marks?
Do they know the difference?
Are students participating in the discussion?
How are students participating, are they responding to
questions being asked or going off topic?
Essential Question: ● How can we use think mark and think notes
to decode an article?
● Sticky Notes
● Think Mark indicator
PROCEDURE
Introduction Time
Attention Grabber: ● Discuss 5
What does lifeline mean? ● Show pictures min
3
discussion to rewatching the
min
video
Body Time
Give Instructions/ ● Talk about what they will be doing
Reminders today
● Remind them that only some of them
had a few think marks while others 4
had more min
● Have to have 5 think marks and 5
think notes completed before the end
of class
Work Period ● Work on their think notes and think

15-2
marks
0
● circulate, check which students have
mins
finished and which ones have not
Do a check in
● See if anyone is having any trouble 2
with understanding words mins
Bring class back
2
● Get the classes attention
mins
Clean up
2
mins
Go to get snack
2
● Clean up and get ready for snack
mins
Assessment ● Formative/Summative
● Are students completing their think
marks?
● Do they understand why they use
their think marks?
● Can they make the connection with
their think marks and think notes?
● Can they complete both by the end of
the lesson?
Adaptations
● Students who need more support are
pulled into a seperate table and
support (scribe, read aloud, discuss,
break apart)
● Come back together, point out things
maybe some of the students don't
understand
Rationale
This lesson scaffolds learning as it is a way for the students to become comfortable
with a strategy that they can use to organize their questions, thoughts, and exciting
points in the articles their reading. The students can become comfortable and confident
in this strategy that they can use this with other subjects or even their own individual
reading.
● The Article
● Basic knowledge of a think mark

In the next lesson we will be focusing on another article and be doing a similar
lesson.
Questions
● Are the students understanding what a think mark is and what a think
note is?
● Are students working on completing their work?
Haley
Lesson Teacher:
India’s Ancient Art of Kathakali Reynolds
Title/Focus Date:
Jan 23rd 2019

General 1. (ELA#1) Students will listen, speak, read, write, view and
Learning represent to explore thoughts, ideas, feelings and
Outcomes: experiences.
represent to comprehend and respond personally and
critically to oral, print and other media texts.
represent to respect, support and collaborate with others.

LEARNING OBJECTIVES
1. By the end of the lesson, students will have completed at least five think
marks.
2. By the end of the lesson, students should have at least five think notes.
● http://greatbigstory.com/
● Get their pencil kits first
● Then their folders and then go to their reading groups
ASSESSMENTS
Observations: Are students able to decode the article?
Are students understanding what they’re reading?
Do students understand how to create a think mark?
Essential Question: ● How can we use think mark and think notes
to decode an article?
● Sticky Notes
● Think Mark indicator
PROCEDURE
Introduction Time
Attention Grabber: ● Watch
5
Video ● Pause and discuss (if time)
min
● Discuss after
discussion to getting pencil
3
kits
min
● Reading Groups
Body Time
Give Instructions/ 4
● Talk about what they will be doing
Reminders min
today
● Remind them that only some of them
had a few think marks while others
had more
● Have to have 5 think marks and 5
think notes completed before the end
of class
● Then after create a mind map
Work Period ● Work on their think notes and think

marks 15-2
● After Mind Map 0
● circulate, check which students have mins
finished and which ones have not
Do a check in
Bring class back
2
● Get the classes attention
mins
Clean up
2
mins
Go to get snack
2
mins
● Are students completing their think
marks?
● Do they understand why they use
their think marks?
● Can they make the connection with
their think marks and think notes?
● Can they complete both by the end of
the lesson?
● Are the students able to decode the
article to make a mind map?
Adaptations
break apart)
understand
Rationale
This lesson scaffolds learning as it is a way for the students to become comfortable
with a strategy that they can use to organize their questions, thoughts, and exciting
points in the articles their reading. The students can become comfortable and confident
in this strategy that they can use this with other subjects or even their own individual
reading. Now, they can connect all of their ideas into a mind map, seeing how they use
their new strategy to add to another one that they are more comfortable with.
● The Article
● Basic knowledge of a think mark

In the next lesson we will be focusing on another article and really diving deep
into think marks, what they are, how they go with think notes.
Questions
● Are the students understanding what a think mark is and what a think
note is?
● Are students working on completing their work?
● Do students remember what a mind map is?
Haley
Lesson Teacher:
Social Studies: Gandhi Book Reynolds
Title/Focus Date:
Jan 23rd 2019


LEARNING OBJECTIVES
1. By the end of the lesson, students will have completed in their visual journal
an I think, I see, I wonder based on the book.
● Book: Gandhi- A March to the Sea By Alice B. McGinty
● http://www.bbc.co.uk/guides/zp6fmsg#zqj6dxs
●
● india's caste system
● The book
● Have the students sit on the carpet with their visual journals
ASSESSMENTS
Observations: Are the students writing down in all three sections?
Does the story confuse the students or are they intrigued by
the story?
Who is listening and working, who is talking and not
listening?
Essential Questions: ● Who was Gandhi, why was he important

● What did the book teach us
● How did the book confuse us
Products/Performances: ● Visual Journals
● Pencil Kits
PROCEDURE
Introduction Time
Attention Grabber: ● Discuss 3
Who remembers Gandhi, min
who was he, what did he
do
Transition to Body ● Show on the board what they
2
will be doing in their
min
journals
Body Time
Introduce the book 4
● Read the title
min
Read Book
10
● Read and Discuss
mins
Do a check in
Show examples of what ● Discuss Pictures
India used to look like 2
● Explain
and the caste system mins
● Answer Questions
Clean up
2
mins
Go to get snack
2
mins
Assessment ● Formative
● Are the students participating in the
discussion?
● Do the students understand what is
being read?
● Are the students filling in their I
think, I wonder, I see in their
journals?
● Summative: Visual Journal
Adaptations
break apart)
understand
Rationale
This lesson scaffolds learning as it is a way for the students to connect to the history of
India, while also connecting to the quality of life there as well. By bringing up the caste
system, students are able to see how some people were not treated fairly, and can begin
to develop their own opinions and beliefs on the topic.
● Who Gandhi is?

In the next lesson we will be getting the students into trying venn diagrams, and
participating in group discussions on using them for our studies.
Questions
● Are students understanding what a Venn Diagram is?
● Can students put the information in the right circle?
Haley
Lesson Teacher:
Literacy: Reviewing Think Marks Reynolds
Title/Focus Date:
Jan 24th 2019


LEARNING OBJECTIVES
1. By the end of the lesson, students will have completed their think marks and
think notes on the article.
● https://www.greatbigstory.com/stories/uc-wall-india
● Article: The Great Wall of India
● Sticky Notes
● Hole Punched Articles
● Articles printed
● Board written out
ASSESSMENTS
Observations: Are the students participating in the discussion?
After the demonstration, are the students who initially
struggled understanding how to do a think mark?
Do we need to go over think notes again or are the students
able to connect the two together?
Are students working together or keeping each other off
task?
Essential Questions: ● How can we use think marks and think notes
to record our thoughts and ideas?
● Think Mark Sheet
PROCEDURE
Introduction Time
Attention Grabber: 2
● Discuss
What is a Think Mark? min
Transition to Body ● Demonstration of the board
● Giving them a challenge
2
(Can you teach me about
min
think marks and think
notes?)
Body Time
Going through the ● Giving students two examples to see
examples if they can tell me what I may need 6-8
to change during my think mark min
process
Work Period/Do it
yourself ● Students work on their think marks 15
and think notes mins
Come back to carpet
● Have students bring back their 2
folders to the carpet mins
Share our own think ● Have a couple students share one
marks and think notes 2
think mark and think note that
mins
connects to it
Clean up
2
mins
Go to get snack
2
mins
● Watching how students are taking the
information after the demonstration
and if they are applying it towards
their own work.
● Are the students initially able to
decode the text?
● Are they able to comprehend the text?
● Are they able to complete their five
think marks?
● Are they able to make their think
notes?
● Can they connect it to their think
marks?
● Are they able to explain it back to me
when I ask them about it?
Adaptations ● Students who need more support are
break apart)
understand
● Students can work on mind maps if
they finish their think marks and
think notes early
Rationale
This lesson scaffolds learning as it models for the students what think marks are and
how they are supposed to be used. I’m giving the students the opportunity to explain to
me what to do so I can see if their understanding is there, as we have been working on
these this week. This will also really help the students who might still be struggling
with use of the marks, and why they are used in the first place. It also will help when
connecting their think notes to their think marks, and if not it will be a good indicator
on whether there needs to be another lesson to go over the think notes.
● Where are the thinkmarks in our folder?
● How to participate in a class discussion respectively?

In the next lesson we will be working towards using our articles to create
science diagrams page.
Questions
● Do students understand what a think mark is?
● Can students demonstrate what it is within their work?
● Does this activity demonstrate how well a student can decode?
● Does this activity demonstrate whether the student is able to decode
what they are reading?
● If not, what is the next step?
● If so, what is the next step?

Lesson Plans From Jan 21st To The 26th

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Lesson Plans From Jan 21st To The 26th

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Haley

Lesson Literacy: ​India’s Ancient Art of Teacher:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

● Great Big Stories

● In what ways is this lesson connected to the next lesson?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

Essential Question​: ● How does the history of India relate or is

● Pictures for visual learners

● In what ways is this lesson connected to the next lesson?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

● Think Mark indicator

Work Period ● Work on their think notes and think

● In what ways is this lesson connected to the next lesson?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

● Think Mark indicator

Work Period ● Work on their think notes and think

● In what ways is this lesson connected to the next lesson?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

Essential Questions​: ● Who was Gandhi, why was he important

● In what ways is this lesson connected to the next lesson?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific 1. 1.1 Discover and Explore

● Think Mark Sheet

● In what ways is this lesson connected to the next lesson?

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