Lesson Plan Template

Name: Valerie Wilson and Sarah Marrella Subject(s): Social Studies

Grade: 6

Lesson Title: Our communitys contributions to Canadian identity

Curriculum Connections
Curriculum Area:
Social Studies - Section A. HERITAGE
AND IDENTITY: COMMUNITIES IN
CANADA, PAST AND PRESENT

Curriculum Area:
Arts - Section D. VISUAL ARTS

Overall Expectations:

Overall Expectations:

A1. Application: assess contributions to

Canadian identity made by various groups
and by various features of Canadian
communities and regions

D1 Creating and Presenting: Apply the

creative process to produce art works in a
variety of traditional two- and threedimensional forms, as well as multimedia art
works, that communicate feelings, ideas, and
understandings, using elements, principles,
and techniques of visual arts as well as
current media technologies
D2 Reflecting, Responding, and Analysing:
apply the critical analysis process to
communicate feelings, ideas, and
understandings in response to a variety of art
works and art experiences

Specific Expectations:

Specific Expectations:

A1.3 explain how various groups have

contributed to the goal of inclusiveness in
Canada (e.g., the efforts of womens rights,
civil rights, First Nations, or labour
organizations, or of advocacy organizations
for immigrants, disabled people, or various
religious or ethnic groups), and assess the
extent to which Canada has achieved the

D1.1
Create two-dimensional, three-dimensional
and multimedia art works that explore
feelings, ideas, and issues from a variety of
points of view.
D2.2
Explain how the elements and principles of

goal of being an inclusive society (e.g., with

reference to the policy of multiculturalism,
the Canadian Charter of Rights and
Freedoms, the Ontario Human Rights Code,
the Ontarians with Disabilities Act, freedom
of religion, the recognition of gay marriage)

design are used in their own and others art

work to communicate meaning or
understanding (e.g., identify the point of view
or gaze of the main subject, and explain how
it is used to influence an intended audience of
an artwork or a media work; explain how a
rough texture can be used to represent
strength, anger, or something unpleasant)

Learning Goals:
I can identify stereotypical vs. non-stereotypical views of what it means to be Canadian.
I can visually represent how my community contributes to Canadian identity.
I can challenge the stereotypes that come to mind when expressing what constitutes a
Canadian identity.
I can identify my neighbourhoods contributions to Canadian identity and understand their
equal and important role in our national identity.
I can identify how the various community groups contribute to inclusiveness
I am able to examine what is missing in my community and think of services that can be
added so that my community can make more meaningful contributions to Canadian identity
and inclusiveness.
I can use and explain elements and principles of design in my representation of community
groups.
Assessment & Evaluation
SUCCESS CRITERIA/HIGHLIGHTS & ASSESSMENT STRATEGY:
SUMMARIES:
What will you focus your assessment on? Are
you looking at the product or process,
The success criteria will be created by the
metacognition skills etc.?
teacher and discussed as a class (displayed
in the front on chart paper)
o Assessment
In terms of the final
for learning: product:
To achieve a level 3:

Student is able to distinguish

between stereotypical and nonstereotypical symbols of the
Canadian identity
Student is able to identify the

-Students will
demonstrate what
they already know
about symbols during
a short class
discussion of the

o Knowledge &
understanding
-Demonstrates
knowledge and
understanding of the

various groups, symbols and

organizations/services found in their
community

Student can identify the role that a

given group, symbol
organization/service plays in
shaping Canadian identity and
inclusivity.
Student uses elements of design
studied in class to create a visual
representation of the groups,
organizations/services and/or
symbols that contribute to the
Canadian identity in their
community.

Student accurately reflects on their

design choices.

Student accurately reflects on the

contributions that the service/group
makes towards the Canadian
identity

Student accurately reflects on the

stereotypical or non-stereotypical
elements of their choice.

Student accurately reflects on what

could be added to their community
to make it more inclusive.

symbols presented in
the Canadian
Citizenship Guide.
o Assessment of
Learning:
-Teacher will assess
the final product (the
puzzle pieces) that
each student creates.

contributions of
community groups to
inclusiveness and
Canadian Identity
through their visual
representation and
written descriptions
o Communication

-Expresses and
organizes ideas and
-Teachers will assess information with a
the written reflections high degree of
of the students.
effectiveness in
visual and written
o Assessment as forms
Learning:
-Art: Expresses and
-Students will reflect organizes ideas and
upon their own
understandings with a
learning by writing
high degree of
what they have
effectiveness (ie.
learned during the
Expression of ideas in
lesson on an exit
art form using visual
ticket
techniques)

o Application
-Makes connections
within and between
various contexts with
a high degree of
effectiveness
(ie. between topics
discussed/ issues of
inclusiveness and our
everyday
life/community)

- Art: Applies
knowledge and skills
with a high degree of
effectiveness (ie.
elements and
principles of design)
ASSESSMENT TOOLS:
o Exit tickets (source of feedback on
students level of understanding and
where they are in the learning
process)
o

Rubric (used to assess the final

product - puzzle piece and written
description of piece)
Rubric is attached

BLOOMS TAXONOMY:
Remember: Look at the Canadian
Citizenship Guide and identify symbols of
the Canadian identity,
Understand: Discussion on the meaning of
each symbol and its contribution to
Canadian identity.
Apply: Think, Pair, Share - Brainstorming
the various groups, symbols and
organizations/services that are found in the
community as well as the role they have in
shaping Canadian Identity and inclusivity
Analyze: Students will consider: the aspects
of the community that make it unique and

SOCIAL JUSTICE FRAMEWORK:

Key Elements:
Respect of each others perspectives.
Challenging stereotypes of what it means to
be a Canadian
Experiences and ideas are respected and
equally valued
Promotion of equity by finding ways that the
community can be improved to serve the
various needs of its citizens (from diverse
cultural backgrounds)
Promotes cohesion and inclusiveness
amongst the students in the classroom
MULTIPLE INTELLIGENCES:
o Spatial/Visual
Students can visualize a group/service in their
community and will also visualize a way to
represent this group/service for their puzzle
pieces.
o

Linguistic/Verbal

Students will have the opportunity to

communicate their ideas orally with the class
and in small groups. They will also
communicate their new knowledge through
their exit tickets and through the written
description of their puzzle piece.
o

Intrapersonal

the parts which reflect the stereotypical of

image of what it means to be Canadian (ie.
Our community has a hockey arena that
allows for free skates every saturday
afternoon -stereotypical, Our community
has an South Asian Womens Centre - nonstereotypical)
Evaluate: Students will pick one way, using
their own judgement, that the community
contributes to Canadian identity and
illustrate (draw) their idea on a piece of
paper that is in the shape of a puzzle piece

Student can use their interpersonal skills

when assessing their own learning through
their Exit tickets.
o

Interpersonal

Students can demonstrate interpersonal skills

by cooperating with others in the classroom
(respecting their opinions and ideas) and by
examining the needs of others that need to be
met in their community.
o

Logical/Math

Create: Create a puzzle piece (drawing that

represents a group/service in the group that Students will apply critical thinking skills
represents stereotypical or non-stereotypical when deciding which elements in their
elements of the Canadian identity)
community represent a stereotypical vs nonstereotypical image of the Canadian identity.
o

Naturalist

Students have the opportunity to relate the

information retained on symbols of Canadian
identity (through the Canadian Citizenship
Guide) and apply their knowledge in
evaluating their own community.
ACCOMODATIONS/
MODIFICATIONS:

DIFFERENTIATION:

What to learn (content)

Students are given access to technology

(computers/tablets) to conduct research on
their communities

-images shown from the Canadian citizenship

guide using a projector (for visual learners)

Students are not expected to complete their

puzzle pieces after the end of the lesson,
they have another day to work on them.

-discussion on the images and how they

represent a stereotypical or non-stereotypical
perspective of the Canadian identity (for
auditory learners)

Teacher assists students at the beginning of

-Students will illustrate their chosen

the lesson by conducting a class discussion

on the symbols of the Canadian identity
presented in the Canadian Citizenship
Guide (use of visual aid - images displayed
by a projector)

group/service and writing Exit ticket and

explanation of puzzle piece (for kinesthetic
learners)

Student help each other in the learning

process through Think, Pair, Share.

-Think, Pair, Share: Gives students a chance

to take the wheel and process what theyve
learned)

Students respond to what they have learned

through their Exit Tickets, oral discussions,
a written description of their puzzle piece,
and their illustrated puzzle piece.
If the student finds the lesson too
challenging:
-allow the student who is struggling to
work with a student who understands
well, and these two students will
collaborate on a puzzle piece.
OR
-give the student a list of groups/services in
the community (made by the teacher)
If the student finds the lesson too easy:
-The student can help other students
who are struggling
-The student can include a larger variety
of services that would contribute to a
more inclusive environment in the
written piece.

Prior Learning
Prior to this lesson, students will have:

Ways of learning (process)

-Exit ticket: Formative assessment (to

monitor student progress)
-Written explanation of puzzle piece: Gives
students the opportunity to reflect upon their
learnings

Ways of demonstrating learning

(product)
-Students choose how they would like to
represent their group/service on their puzzle
piece.
-Students choose what they would like to
draw on their puzzle piece (a stereotypical or
non-stereotypical Canadian group/service,
and which service they would like to focus
on)

Explored the various contributions of historical groups (such as Native Americans and
French-European settlers etc.) to the Canadian identity.
Know how the actions of various groups have contributed to the goal of inclusiveness in
Canada (ex. Womens Rights Movements, Civil Rights, and First Nations)
The elements of design (lines, space, colour, texture, value) and how they can be used to
convey meaning and feelings.
*This lesson is a follow-up to the knowledge they have already obtained; it takes a more
local perspective on the contributions of the community to the Canadian identity and
inclusivity.
Materials and Resources
Candian Citizenship guide: http://www.cic.gc.ca/english/pdf/pub/discover.pdf
Slideshow/display of symbols from guide
Projector
Tablets - Research services/groups in their communities
Puzzle pieces in red and white (made out of paper to form a Canadian maple leaf)
Pencil crayons/markers and glue sticks

Time

Steps/Activities

Connections to
Equity/ Social
Justice

Assessment
As/For/Of
Learning

Establish a positive learning environment

Connect to prior learning and/or experiences
Setting the context for learning
Display Canadian symbols on projector with the
prompt: What do these symbols represent?
Students will use prior knowledge to think about
what each symbol represents and identify what
they all have in common
7

-Promotes an
-Assessment
understanding of for learning
the diversity of
symbols that can
be used to
represent
Canadian culture

Minutes

As a class, we will briefly explain the meaning of

each symbol and their connection to Canadian
identity.
Students are encouraged to share and add
symbols that they think reflect Canadian identity
to our list/discussion.

-Students will
examine how the
symbols that we
associate with a
certain culture
may not
represent a
culture justly
(for example
they may simply
promote
stereotypes).

Introduce new learning or extending/reinforcing prior to learning

Provide opportunities for practice and application of learning (guided/independent)
Introduce task:
How do our community groups contribute to
Canadian identity and inclusiveness?

15
Minutes

-Students will
-Assessment
collaborate and
share their ideas as learning
with others in the
Discuss the success criteria which will already be class (promoting
written down on chart paper and displayed in the a sense of
classroom
community and
teamwork within
Model some examples of community groups,
the classroom).
their role and the ways/symbols that can be used
to visually represent them
-The flag that the
students will
Think-Pair-Share:
create is a
Students will brainstorm individually then share symbol of unity
in pairs, the various groups, symbols and
and
organizations/services that are found in the
collaboration. It
community as well as the role they have in
promotes the
shaping Canadian Identity and inclusivity
idea that each
student, and their
Students will consider: the aspects of the
work, is valued
community that make it unique and the parts
and that without
which reflect the stereotypical of image of what it the contributions
means to be Canadian (ie. Our community has a of each member

hockey arena that allows for free skates every

Saturday afternoon -stereotypical, Our
community has an South Asian Womens Centre non-stereotypical)

of the classroom
community, the
final product
would not be
possible.

-----------------------------------------------------------

15
Minutes
(Work
period)

-The final
product also
Students will pick one way that the community
reflects the
contributes to Canadian identity and illustrate
multiculturalism
(draw) their idea on a piece of paper that is in the and diversity that
shape of a puzzle piece (the white piece will be
makes up our
for the stereotypical images while the red for the community.
non-stereotypical).
Students will be
encouraged to
Students will be given access to tablets and
appreciate
technology to further research their communities differences and
(discover services/groups that may not be
recognize the
common knowledge)
interdependency
and importance
Students will use elements and principles of
of each element
design (previously acquired) to communicate
to composing our
meaning and represent their idea.
community.
Students pictures will be pieced together to form
the Canadian flag that represents the
contributions their community has made to the
Canadian identity.

Helping students demonstrate what theyve learned

Providing opportunities for consolidation and reflection
Exit ticket (to be handed in)
2 minutes
Before ending the class, students will be asked to
write down one thing they discovered or learned
today. (ex/ I learned the meaning of the fleur-delis, I found that our community offers

-Assessment
as learning
(provides
feedback for
the teacher

language/employment services for new

immigrants or that there is a portuguese cultural
club in our community etc.)

to gauge
student
comprehensi
-on as well
as monitor
their
learning
progress.)

Next Steps

Students
will
Follow-up to lesson will be an additional work
critically
period on assignment
assess their
To accompany their visual element:
own
Students will be asked to write and reflect on their
community
visual representations of community groups
in order to
determine
In their written reflections, students will respond to
where their
the following questions:
community
How did you use elements of design to express
promotes
meaning?
social
Ie. Colours were used to symbolize unity/warmth
justice and
What contributions has your group/service etc
equity well
(visually represented) made towards inclusivity
and where
and/or shaping Canadian Identity? What do they
their
offer to the community?
community
How can Canadian stereotypes often portray an
could
incomplete image of what it means to be Canadian?
What is missing in our community or needed in order improve its
promotion
to make more meaningful contributions towards
of social
inclusion and acceptance?
justice and
equity.
-Students
will also
critically
assess how

-Assessment
of learning

stereotypes
can create
an
incomplete

representati
on of a
culture.