Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade/Course:

Grade 1 ELA/Social Studies

Unit:

Peace and Friendship

Length of Lesson:

30 mins
Stage 1 Desired Results

1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):

KC-004 Identify Remembrance Day as a time to think about peace and war (Social
Studies)
2.2.2 Connect self, text and culture (ELA)
2.2.3 Appreciate the artistry of texts (ELA)

2. Essential Questions: The key questions we will answer are

What does peace look like or feel like to me?

3.

Students will know. . .

-What peace looks or feels like to other students
-What peace means to our class
-Why we talk about peace near Remembrance Day

4. Students will be able to. . .

-Identify what peace means to them
-Understand the style of Todd Parrs writing and illustration
- Identify when Remembrance Day is and what it means

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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Assessment
Assessment
Assessment
Please indicate the purpose of your strategy by
For
Of
As
using a check mark under the appropriate category. (Formative) (Summative)
Strategy (Performance Task, Observation Checklist,
Interview, etc.):

Observation
Interview

Criteria (Please list i.e. Rubric, Achievement Indicators from

Curriculum, Student or Teacher Generated):

Observation: Who is speaking up to answer questions

and offer input on what peace is to them
Interview: Who can verbally explain their page on peace
and what peace means to them

Reflection Did these assessment strategies allow you to address the outcomes for
this lesson? Did the students learning meet your objectives?

Stage 3 Learning Plan

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Instructional Strategies For This Lesson

Consider learning styles, multiple intelligences, learner abilities and student interests.
1.

Activating

2. Acquiring

Have a discussion about peace and ask

the following questions:
a) What is peace? What does peace
mean? Or look like?
b) Why might I have chosen to read a
book about peace in November?
c) Who knows when and what
Remember acne Day is?

Read The Peace Book by Todd Parr then

ask the following questions:
a) What is peace?
b) How does peace feel inside?
c) What does peace look like?
d) What is special about Todd Parrs
writing and illustrating?
e) How did reading the book change our
mind about what we thought peace
was?

3. Applying

4. What about students who require

adaptation to the lesson?

Tell the class we are making a class book

about what peace means to us and each
of them will get their own page.
We will brainstorm all the ideas about what
peace is (looks like, feels like, sounds like)
We will discuss the style of illustration Todd
Parr uses and how we will try to use that
for our book too

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Resources/Technology:
Manitoba Curriculum
The Peace Book by Todd Parr
Learning Materials Required:
Sheets of paper with Peace is.. written on the top, a duo tang, markers and a pencil
Cross-Curricular Integration:
Social Studies, Art and ELA

Stage 4 - Reflection

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Supportive Ideas for Lesson Plan and Unit Plan Development

1 Gardners Multiple Intelligences include:
a Linguistic (reading, writing, telling stories)
b Logical / Mathematical (experimenting, working with numbers,
questioning)
c Spatial (drawing, building, creating, very visual)
d Musical (singing, listening to music, using instruments)
e Bodily / Kinesthetic (moving, touching, interacting, acting)
f Naturalistic (interacting with ones environment and surroundings,
enjoying the outdoors)
g Interpersonal (talking with peers, mediating, sharing, organizing)
h Intrapersonal (thinking inward, working independently, pursuing
personal goals)
i Existential (understanding religious & spiritual needs, naturalistic, see
the big picture in life and the universe)
2 Learning Styles to Consider:
a Visual (spatial): prefer using pictures, images, and spatial
understanding.
b Aural (auditory-musical): prefer using sound and music.
c

Verbal (linguistic): prefer using words, both in speech and writing.

d Physical (kinesthetic): prefer using your body, hands and sense of

touch.
e Logical (mathematical): prefer using logic, reasoning and systems.
f

Social (interpersonal): prefer to learn in groups or with other people.

g Solitary (intrapersonal): prefer to work alone and use self-study.

3

Groupings (Taken from MB Education & Training)

A variety of groupings facilitate differentiation in a multilevel classroom, including
flexible and cooperative groups.
Flexible groups:
a meet a particular need or interest of a small group of learners for
strategic or explicit instruction, guided practice, or independent
inquiry.
b will change frequently throughout a day or a learning/teaching
sequence.
c may be formed by and across developmental levels and by student
choice.

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Cooperative groups:
a develop a collaborative micro learning community within the larger
classroom community (Johnson and Johnson).
b may stay together for an entire term.
c offer valuable opportunities for independent learning, thereby also
allowing the teacher more time to work with flexible groups.
d require thoughtful role assignment in cooperative groups is essential so
that younger students are not overshadowed by older ones. Assign
roles that are based on students skills (e.g., reader, recorder, reporter,
helper) and rotate them. Alternatively, suggest a share-the-pen
strategy, with each member taking a turn at recording an idea while
the others are coaches, assisting with spelling, and encouraging
thinking.
e may be formed across developmental levels. Select students who have
a range of social and academic abilities that will foster
interdependence.

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