Lesson Plan 1:
The students and I will be learning to recognize potential safety risks in community play areas and will learn to determine safe practices/ behaviours to identify, asses and reduce the risks during this unit. Rather than focusing on what makes things safe, I would like to spend some time focusing on what could make things unsafe as well, as I think it is important they have balanced coverage. Students should have a clear idea of what it means for things to be unsafe v.s. safe. To connect an art outcome, the students will be creating visual artworks that draw on observations in the community and throughout our lessons to express ideas about safe and unsafe behaviours in the community. We will spend some time looking at online safety posters made by others and will discuss how the visuals communicate both verbally and non- verbally. Following this, students will create their own safety posters. I will provide the students with a template that says, “safe” and “not safe”. Students will draw a picture of something that is safe and something that is unsafe. Their posters will be displayed in the classroom or hallway.
Grade Level(s): 2 Subject Area(s): Health / Art
Curriculum Outcome(s) & Indicator(s):
Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks.
Create visual art works that draw on observations and express ideas about own communities.
(a) Recognize, with guidance, how own visual images communicate verbally and
Formative assessment will be used to determine what the students understand. Assessment for learning will be done through evaluating students’ drawings surrounding the idea of safety (safety posters).
|Student experiences (overview):
Students will be creating safety posters using a provided template (linked below). The template will say “safe” and “not safe”. Students will be required to draw a picture of something not safe, and then draw the same picture making it safe. In this unit, it is important that students recognize the qualities that make something safe, but also are able to recognize the qualities of something that is unsafe.
The students have much prerequisite learning, as we have previously explored the idea of safety. Students have:
|Set (8 minutes):
We will do a quick overview or review of safety. During this review, we will discuss some of the main things around the idea of being safe:
The students and I will look at some safety posters online and will talk about the qualities in the poster(s) that relay the message of being safe. I will guide this discussion by using the questions:
All of these images are from google images – google this
|Development (20 minutes):
After looking at these poster ideas, I will explain to the class that we are going to be making our own posters. I will hand out a piece of paper with the phrases “safe” and “not safe” on it to each student, and ask them to draw a picture of what it means to be safe. I will ensure that the examples are still up on the board for them to see and refer to. We will also create a list of some ideas that they could draw. For example (I would write this on the board):
|Closure (5-10 minutes):
To close this lesson, I will ask the students to share what they drew with the rest of the class. After sharing our ideas, I will hang their pictures up either in the hallway or in the classroom for display.
This is my student example!
Professional Development Goal:
This lesson I will focus on time management. I am going to move on to the next activity/step as soon as 2-3 students are finished and provide extra support to slower students as needed. This will ensure students stay on task and don’t get bored!
While teaching my lesson plan Y, I was most definitely more focused on my time management, and it proved to be successful. It actually made teaching the lesson much less stressful I found, as I wasn’t super stressed at the end because I was out of time but not yet done my lesson. I was able to meet this goal by using the class timer (to keep students motivated, and on task). When 5 students were finished, I moved onto the next step which worked well. All of the students were still able to finish their work but there was not a lot of off task behaviour. This also cut down on my classroom management need, as the students were more engaged throughout the lesson.
This connects directly to my core beliefs about differentiating my learning experiences for students. This activity was age, and developmentally appropriate for all students, allowed for some creativity, while also serving the curricular connections purpose it intended to. It allowed me to use many different teaching strategies that met the needs of the students as well. For example, I used the “I do”, “we do”, “you do” method. I did the initial instruction and example, the students then expanded on this with me, and then they created their own art pieces based on their learning.
I struggle to find many places I needed to improve when teaching this lesson, but as always, could have wrote the lesson in a much more specific way. Writing out each point I said to the students would have helped others reading the lesson plan understand more of what I am doing. I just do not find that this level of detail is always required for me when I am writing a lesson.
As always, I will always have some room to improve in my goal. When thinking of time management strategies and keeping students on task, I think it is important for me to include the idea that just because this idea worked this time, does not always mean it will work. Using the same method over and over again also will get boring to my students. So, I am going to leave myself with this question: what other methods of time management can I use in my practice?
Lesson Plan 2:
Grade Level(s): 4/5 Subject Area(s): Health, Art
Materials: fortune teller template, positive affirmation examples, markers/ crayons, scissors…
Curriculum Outcomes & Indicators:
Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.
b. Investigate information and definitions of self-concept (i.e., thoughts one has about self), self-esteem (i.e., a feeling of pride in self), and self-determination (i.e., right to make own choices) to develop an understanding of identity.
e. Determine factors (e.g., personal attitudes, supportive environments, accomplishments, positive thinking, media stereotyping, culture, gender) that may influence one’s identity.
Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.
c. Describe the qualities that are important in a person, regardless of their
gender, culture, appearance, sexual orientation, abilities, and/or language.
g. Reflect on self-image as “the way you see yourself as a result of what you
believe about your appearance, abilities, and character”
Students will know how to describe what self-esteem is.
Students will understand how to use strategies to improve their self-esteem.
Students will use strategies (specifically the positive affirmation strategy) to build their self-esteem and the self-esteem of their peers.
What is self-esteem?
How can I support the self-esteem of myself and my peers?
Formative assessment will be used to determine what the students understand. Assessment for learning will be done through evaluating students’ answers to questions regarding self-esteem.
Questions to assess learning are embedded in the lesson.
Students will make fortune tellers with their own positive affirmations inside. Words will be centered around “big” class ideas such as kindness and respect in the classroom. We have previously talked about what it means to be kind and respectful and will explore new topics such as responsibility and reaching for excellence.
|Set: (8 minutes)
Show Confidence Video (TED-Ed): (4 minutes)
Introduce Positive Affirmations: (2 minutes)
|Development: (20 minutes)
When all students are finished their fortune tellers OR when the class time is finished…
|Professional Development Goal|
|I did teach this lesson, and my goal was to focus on asking the students clear, concise questions. My assessment in this lesson was focused largely on my students’ answers to the questions I am asking them.
I also wanted to focus on giving clear instructions to the students so they were able to fully understand the material that was being presented to them.
Students should be asked questions that allow them to expand their minds and think about something new.
I did teach this lesson, and my goal was to focus on asking the students clear, concise questions. My assessment in this lesson was focused largely on my students’ answers to the questions I am asking them, so this was critical in my assessment.
I also wanted to focus on giving clear instructions to the students so they were able to fully understand the material that was being presented to them. Students should be asked questions that allow them to expand their minds and think about something new.
I think I was effective in delivering clear instructions, and asking clear questions. The students were all on task and did not seem to need much clarification after instruction. I followed my plan, but there were times that I needed to adapt my plan. The students took much longer than I anticipated for them to decorate their fortune tellers, and because of time, some of the students ended up not able to finish their decorating. Even in doing this, I wasn’t able to have as long of a closure as I would’ve liked. I do think my closure was still effective though! Working into next week, I feel I need to work more on time management. I need to ensure the students are on task and are participating effectively so we are able to finish the lesson in the allotted time. My cooperating teacher has a timer, and I will use this so students (hopefully) stay on task and work to the deadline.