LESSON DATE: Thursday, May 11th, 2017

PLAN TIME: 2:30-3:40 CLASS: Grade 6 (English)

DURATION: 1 hour 10 minutes SCHOOL: St. Anthonys

ELA/ERC ELA:
COMPETENCIES Competency 3: To represent his/her
(Developmental literacy in different media
Domains)
- Students will follow a process by
producing a puzzle piece that
represents themselves
Competency 4: To use language to
communicate and learn
- Students will participate in small group
discussions, as well as a class
discussion
- Students will express their ideas about
the topic of diversity
ERC:
Competency 3: Engages in dialogue
- Students will make connections
between their prior knowledge and
new knowledge gained
- Students will express their ideas and
interact with one another through the
small group and whole class
discussions

Cross Curricular o To use his/her creativity

Competency o To develop his/her personal identity
o To work with others

Broad Area of Media Literacy

Learning

OBJECTIVE(S) Students will participate in a group discussion, where they will explore the
(Curriculum topic of diversity. Students will develop their ideas on what diversity
Domain)
means, through small group and whole class discussion. Each child will
then create an individual puzzle piece that they feel represents
 themselves. They will later work together to build the puzzle, as a class.
The objective of the lesson is for students to gain knowledge about
diversity through the class discussion, as well as through the art activity.
Students will also discuss what creates diversity and what makes them
unique. The final art piece will be a representation of their classroom
diversity.

MATERIALS - Premade puzzle pieces

NEEDED: - Coloured pencils, markers, crayons
CHILD
- White Board or Smart Board
& TEACHER
- I-pad

GROUP SIZE, Entire class, 21 students in the classroom

LOCATION

PROFESSIONAL Competency 1: To act as a professional inheritor, critic, and interpreter of

COMPETENCIES: knowledge or culture, when teaching students
I will do this by exhibiting an understanding of the subject content being taught,
as well as establishing links between the lesson and the students everyday lives.
Competency 2: To communicate clearly in the language of instruction, both
orally and in writing, using correct grammar, in various contexts related to
teaching
I will speak clearly when having discussions with the students, and encourage
them to use appropriate language throughout the lesson.
Competency 4: To pilot teaching/learning situations that are appropriate to
the students concerned and to the subject content with a view to developing
the competencies targeted in the programs of study
I will guide the students to work cooperatively throughout the class discussions,
as well as the assembling of the puzzle.
Competency 6: To plan, organize and supervise a class in such a way as to
promote students learning and social development
I will plan out the details of my lesson and anticipate problems that may arise. I
will supervise the students throughout the lesson by circulating in the classroom
while encouraging them to engage in discussions with those sitting around them.
Competency 10: To cooperate with members of the teaching team in
carrying out tasks involving the development and evaluation of the
competencies targeted in the programs of study, taking into account the
students concerned
I have developed and adjusted this lesson with my cooperating teacher, taking
into account their feedback.
TIME LESSON
TIME LESSON
Introduction (Hook):

- I will begin the lesson by asking the class for two volunteers. I will say
something like: The first thing I need for my lesson is two volunteers
5-10
minutes to come up to the front. By raising your hand, who would like to
volunteer?
- I will choose two students from the volunteers. The two students will
come and stand at the front of the class. I will ask the class to offer
some similarities between the two students, followed by some
differences. I will remind the students to be respectful when doing so.
I will say something like: Remember, when you are describing your
classmates you should be respectful of one another and use kind
language.
- Once the class has offered similarities and differences between the
two chosen students, I will ask the students to return to their seats. I
will introduce the subject of diversity. I will say: As you can see, there
were both similarities and differences between student A and student
B. For todays lesson, we are going to be discussing diversity, and we
will be focusing on what makes everyone unique.

Development:
- Next, students will be introduced to the term diversity. I will read
aloud the acronym for diversity, which will also be displayed on the
45-50 smart board: D- different, I- individuals, V- valuing, E- each other, R-
minutes regardless of S- skin, I- intellect, T- talents or Y- years.
- Once I have read the acronym to the students, I will have them
discuss, in small groups, the term diversity and what it means to
them. If students do not feel comfortable discussing they can write
down their ideas and submit the paper during the discussion. Once
TIME LESSON
the students have discussed with the people around them, we will
have a class discussion.
- I will ask the students for the meaning of the acronym, as well as what
diversity means to them. I will ask questions like what do the letters
in the acronym really mean? When you hear the term diversity what
do you think of? Once we have discussed this as a class, I will
explain the art activity.
- The students will each be given a blank puzzle piece. Using various
art materials, the students will decorate their puzzle piece in order to
represent themselves. The students may use words and images in
order to represent themselves on the puzzle piece. I will show the
students an example in order to give them some ideas. Students who
do not enjoy drawing, or have difficulty writing will be given the option
to create their puzzle piece on an iPad using google images.
Some things they may include on the puzzle piece:
Family
Interests
Talents
Culture
Ethnicity
Characteristics of themselves
- While the students work on their puzzle piece, I will circulate the
classroom. I will ask the students how they are choosing to represent
themselves, and why they chose to represent themselves in such a
way.
- When the student has completed their puzzle piece, they will begin to
assemble the puzzle with the other students that are finished. This
prevents the students from doing nothing if they finish their puzzle
piece early.
TIME ACTIVITY
Closure/Transition

Finally, the students will form a circle around the finished puzzle. The students will
5-10
minutes have a chance to observe the puzzle and admire its beauty. We will have a discussion
about the final art piece as a class. I will ask the students:
- What do you notice when looking at the puzzle?
- Are all the puzzle pieces similar/different?
- What do you think the puzzle represents?
- Is diversity present in our classroom puzzle?
- What makes us all unique?
- What did you like about this activity?
- What did you dislike?
I will give the students a chance to speak to a partner, before the whole class
discussion, in case they feel uncomfortable in large groups

Evaluation:

The students will be informally assessed by their contributions in the small group and
class discussions.

Lesson Plan 1

Reflection on my lesson: