Lesson Plan 1

Bachelor of Education (Elementary) Lesson Plan

Lesson Title:	When We are Kind	Lesson  #	1	Date:	November 29, 2024
Name:	Jessica Temple	Subject:	English Language Arts	Grade(s):	3/4

Rationale:

Through reading “We Are Kind”, students will be asked to think about the traits that make them feel they are kind. They will build connections between themselves, our book, and each other while respecting that each person is different and acknowledging those differences.

Core Competencies:

Communication	Thinking	Personal & Social
Students engage in informal and structured conversations in which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives.	They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes.	Personal Awareness and Responsibility involves understanding the connections between personal and social behaviour and well-being; it encourages people to make constructive and ethical decisions and act on them.

Big Ideas (Understand)

Curiosity and wonder lead us to new discoveries about ourselves and the world around us.

Learning Standards

(DO)	(KNOW)
Learning Standards – Curricular Competencies	Learning Standards – Content
Students are expected to use sources of information and prior knowledge to make meaningStudents are expected to make connections between the source and prior knowledge to build understanding.Use developmentally appropriate reading, listening, and viewing strategies to make meaning	Students are expected to use eligible handwriting.Students are expected to know metacognitive strategies such as talking and thinking through learning. For example, reflecting on their own practices and developing self-awareness.

Instructional Objectives & Assessment

Instructional Objectives (students will be able to…)	Assessment
Students will be able to make connections between themselves and the story.Students will be able to demonstrate their kind traits through sharing with a peer, writing, and a visual representation. Students will be able to share their findings with the group if they are comfortable.	Summative assessment at the end of the lesson plan to indicate how the students shared their self-reflection.The teacher will engage with the students during the activity to ensure proper understanding, answer questions, and acknowledge student’s reflections.

Prerequisite Concepts and Skills:

Students will use active listening skills Students will participate in group discussion Students will share their thoughts with each other and acknowledge the difference with their peers. Students will follow directions given by the teacher.

Indigenous Connections/ First Peoples Principles of Learning:

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships, and a sense of place)

Universal Design for Learning (UDL):

Students will demonstrate self-reflection through oral speaking, writing, and a visual representation, meeting the needs of students through multiple avenues.

Differentiate Instruction (DI):

Instructions will be written on the whiteboard for students to refer to. A sentence will be started on the board to reach the students who need further assistance. (I will do a kind act by…) with a selection of phrases such as (helping others, supporting friends, giving where I can, being a friend).

Materials and Resources

The book, “When We Are Kind” Worksheet printed Loose materials in baggies for each student (buttons, pipe cleaners, colored cotton balls, twigs, pebbles) Felt sheet for students to place their visual representations on.

Lesson Activities:

Teacher Activities	Student Activities	Time
Introduction (anticipatory set – “HOOK”): The teacher will instruct students to use their active listening skills by turning their attention to the smart board and asking them to observe what is happening. A video will be played showing kind acts. Once the video is finished, the teacher will ask what the students observed.The teacher will give a quick look into the lesson plan with the students before beginning the book. As the teacher is reading the book, “When We Are Kind”, students listen and observe the kind acts demonstrated in the book. The teacher will read the book, “When We Are Kind” while showing students the pictures.	Students will watch the short video clip of kind acts.Students will participate in the group discussion about what they observed in the video.Students will listen and observe the book and begin their self-reflections	8-12 minutes   Breakdown: 2 minutes for transitioning to video   Video: 2-3:30 minutes Discussion on video: 2 minutes   Transitioning back to the front of the class to read the book. 2 minutes to read the book.
Body: The teacher will then go over the lesson plan and set out clear expectations and instructions.The teacher will then instruct students on the activity; students will receive a worksheet where they will first write about a kind act and put an example on the board, “I will do a kind act by….”. The beginning sentence “I will do a kind act by..” will be written on the board, followed by some examples students can contribute to. Once they are done writing, they can draw a picture in the top box. Once the worksheet is completed they can place their worksheet on the back table where they will grab a baggie of loose items and a felt sheet on which their loose parts will stay. The baggie of loose items and felt sheet will represent their drawing and kind act. The students should take their time in completing the visual. The teacher will ensure proper understanding of the activity with the students and go over the three steps by having students repeat the instructions.The teacher will then ask two students to volunteer to hand out the worksheets and let students know they can begin once they receive their sheets. The teacher will circulate around the class, helping students who may need assistance. As students finish the worksheet, the teacher will instruct them to put it on the back table and grab a baggie and felt sheet.Students will use their loose pieces and felt pad to create the visual of how they will be kind as indicated on their worksheet.Once students are done completing their visuals, they will be welcome to share their visuals with their peers.	Students will listen to instructions as the teacher is giving them and show their understanding by repeating the instructions.Students will show self-reflection on kind traits they can present by first beginning writing their sentences.Once their sentence is complete, they can draw their kind act. Once their drawing and writing are complete, they will take their worksheets to the back table and grab a baggie and felt pad to begin their visual representation of their kind act. Students will ensure their loose parts remain on their desks.	19-25 minutes     Breakdown:   Instructions/expectations and worksheet handout: 5-7 minutes   Writing & drawing: 10 minutes   Transitioning to visual representation: 3 minutes   Visual representation: 10 minutes
Closure: As students finish, the teacher will ask if anyone wants to share their visuals and drawings with their peers. The teacher will end the lesson, as a short exit ticket, by asking the students how they can continue being kind at recess and lunchtime by being mindful and observing themselves through that time. The teacher will instruct students to clean up their loose parts by placing them back into the baggies and bringing the baggies and felt pads back to the box.	Students can volunteer to share their visual representations with their peers and participate in a pair-share while waiting for their peers to complete the task. Students exit tickets before being instructed to clean up their loose parts will share their ideas of how they can demonstrate kind acts during outside time at recess and lunch.Students will put their loose parts back in baggies and bring their baggies and felt pads back to the box.	8-12 minutes   Breakdown:   Sharing visuals: 3-5 minutes   Discussion: 3-5 minutes   Clean-up: 5 minutes

Organizational Strategies:

Quiet Coyote Repeating clap Preparedness with worksheets printed Book, “When We Are Kind” Setting Clear classroom expectations

Proactive, Positive Classroom Learning Environment Strategies:

The teacher will move around the classroom to aid in engagement and participation. The teacher will verbally acknowledge students actively participating and following instructions. The teacher will support each student’s abilities. The teacher will provide additional support for students struggling where necessary. The teacher will ensure an understanding of expectations and of the activity before beginning.

Extensions:

This activity can be extended into reflecting on other social-emotional relationships through social interactions with peers at school and at home.

Reflections (if necessary, continue on separate sheet):

Lesson 2:

Bachelor of Education (Elementary)Lesson Plan

Lesson Title:	Emotional Awareness	Lesson  #	2	Date:	October 18, 2024
Name:	Jessica Temple	Subject:	English Language Arts	Grade(s):	3/4

Rationale:

We will begin by reading the book The Color Monster, followed by designing our creatures by expressing familiar feelings related to emotional regulation. This activity is designed for the students to become familiar with the feelings that each one experiences and contribute to identifying them. This activity will promote classroom participation through brainstorming and sharing ideas.

Core Competencies:

Communication	Thinking	Personal & Social
Students seek to distribute leadership, listen actively, take turns in discussions, acknowledge contributions, and identify missing voices.	Students learn to engage in inquiry when they identify and investigate challenges and situations they experience at school and at home.	Personal Awareness and Responsibility involves understanding the connections between personal and social behavior and well-being.

Big Ideas (Understand)

Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.

Learning Standards

(DO)	(KNOW)
Learning Standards – Curricular Competencies	Learning Standards – Content
Use personal knowledge to connect to the story.Respond to the activity in a personal and creative way.	Literary elements including character aspects.Oral Language strategies through active listening to the story and communicating with peers.

Instructional Objectives & Assessment

Instructional Objectives (students will be able to…)	Assessment
Students will be able to access their prior knowledge and experiences to aid in developing further understanding in relation to emotional regulation.Students will be able to make a personal connection from themselves to the story.	Visual observation during the activity through formative assessmentGroup discussion at the end to acknowledge different perspectives and ideas.

Prerequisite Concepts and Skills:

Students will need to follow directions and instructions. They will need to be able to recognize a variety of emotions and be able to illustrate and glue.

Indigenous Connections/ First Peoples Principles of Learning:

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place), as students will be reflecting on their personal experiences with emotions.

Universal Design for Learning (UDL):

Students can seek additional help in new perspectives of emotions from the teacher. Students can also receive written words on helping design and acknowledge their personal experiences.

Differentiate Instruction (DI):

Some students may need assistance in connecting themselves to the story through a variety of examples.

Materials and Resources

Feathers, glue, paper, The Colored Monster, whiteboard, and markers (TC).

Lesson Activities:

Teacher Activities	Student Activities	Time
Introduction (anticipatory set – “HOOK”):   The hook: The teacher will begin by introducing a warmup activity similar to “hangman” where the answer will be the title of the book. The teacher will read the book, The Color Monster. Following, we will have a group discussion; what did the color monster look like? What was it? What kind of emotions did it experience? The teacher will instruct and explain the three colors on the table and lead it into a group discussion.Blue-sad; Red-angry; Yellow-happy; Green-calm; black-fear	Students will engage in active listening and collaboration with each other.Students will work collaboratively during the hook and during the introduction in sharing their ideas and thoughts.There will be 3 colors on the tables, blue, red, and yellow. At each table, they will take one color at a time, starting with red and they will discuss, what emotion is red? Then move on to blue and yellow.	7-13 minutes
Body: Students will be given a piece of paper with 3 circles. On the paper, students will be instructed to illustrate their own color monster.The teacher will write emotion-related words on the whiteboard such as angry, sad, happy, and more through students’ guidance.The teacher will instruct students to draw one color monster in each circle, following angry, happy, and sad. The teacher will instruct the students to pick one emotion other than the original three and create another color monster out of feathers, using a combination of the colors in front of them.	Students will use the paper on their desk with 3 circles to start designing their color monstersThey will illustrate one color monster per circle, happy, sad, and angry. Once they complete their three color monsters, they will create a new color monster by picking 1 deeper emotion and creating a color monster using a combination of the colored feathers they believe would represent that emotion.Once the illustration is completed, students will use a glue stick and glue feathers color coordinating to the emotions previously discussed	10-15 minutes
Closure: The teacher will lead a classroom discussion on asking the children about their color monster and ask for volunteers to talk about their color monster.	Students may participate to their comfort level in displaying their color monsters as an example to the class. Their exit ticket for the activity will be to think of a more descriptive word describing emotions that they can connect with later in the classroom or at home.	5-10 minutes.

Organizational Strategies:

Quiet coyote.

Proactive, Positive Classroom Learning Environment Strategies:

Encouraging shared experiences with one another with open minds.

Extensions:

Can you recognize deeper feelings other than happiness, sadness, and anger? Can you think about it through the weekend? Such as I felt cheery yesterday during recess because… Cross-curricular with Art as we will be engaging in artistic work after observing the student’s enjoyment of art.

Reflections (if necessary, continue on a separate sheet):

Was there too much happening in one lesson? What could be changed for the next lesson? What worked well?     https://www.youtube.com/watch?v=WN18kGdPHzk https://www.youtube.com/watch?v=_5j0-fnOFFI

This was my first solo lesson plan that was built off my partners and my first collaborative lesson focusing on social/ emotional awareness. With this lesson, I learned that my lesson plan could have been more challenging as I felt the students were well aware of what we were covering, but I was happy to see their engagement in the art activity.