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Lesson Plan: Teacher Name Date Subject Area Grade Topic Time General Learner Outcome(s) Specific Learner Outcome(s)

The lesson plan aims to teach 4th and 5th grade students about what makes a hero through reading the book "The Undefeated" and group discussions. Students will be sorted into diverse groups, with assigned roles, to discuss personal heroes and characteristics of heroes. The teacher will assess students during the group work and a whole class discussion will follow to share ideas and get feedback on the activity. The goal is for students to respect others, collaborate in groups, and communicate ideas about heroes.

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91 views

Lesson Plan: Teacher Name Date Subject Area Grade Topic Time General Learner Outcome(s) Specific Learner Outcome(s)

The lesson plan aims to teach 4th and 5th grade students about what makes a hero through reading the book "The Undefeated" and group discussions. Students will be sorted into diverse groups, with assigned roles, to discuss personal heroes and characteristics of heroes. The teacher will assess students during the group work and a whole class discussion will follow to share ideas and get feedback on the activity. The goal is for students to respect others, collaborate in groups, and communicate ideas about heroes.

Uploaded by

api-534401949
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan

Teacher Name Mitchell Orr Date (Date of teaching)


Subject Area Language arts Grade 4/5
Topic What makes a hero? Time (1 PM – 1:45 PM ?)

General Learner [1] Students will respect others and strengthen community (5.1)
Outcome(s) [2] Students will work within a group (5.2)
Taken from Alberta [3] Students will present and share their own ideas as well as the ideas of others (4.3)
Program of Studies
Specific Learner [1] using appropriate language when speaking with others to show respect (GLO 5.1)
Outcome(s) [2] collaborate with others and perform assigned roles to the best of their ability (GLO 5.2)
Taken from Alberta [3] use effective oral and visual communication (GLO 4.3)
Program of Studies
Students will:
 Respect the ideas/thought of others
Learning  Support and collaborate with the individuals within their group
Objectives  Perform roles that have been set for them to the best of their ability
What do you want your
students to learn?  Communicate their ideas in a manner that is easily
understood/repeated to others
 Share these ideas with the rest of their cohort
 Formative assessment – Discussion at the end will provide me with direct feedback
from the students
Assessment  As the smaller groups are discussing, I will go around and listen to the conversations
How will you know your
that are happening
students have learned?
 Convening as a class at the end
 Group checklist with specific criteria for formative assessment
Materials  The book ‘The Undefeated’ by Kwame Alexander
What resources will you  The students in the class have been given notebooks which they will utilize to
need? write/draw out their feelings during the reading

 I would have the kids quietly move to the middle of the room from their desk pods and
sit in a circle around me. On certain days, some groups of kids can bring their chairs –
this is fine if they pick them up and not drag them across the floor.
 Introduce the class to the book ‘The Undefeated’ by Kwame Alexander
Introduction  “Today I am going to read you all a book about many incredible individuals who
5-10 minutes overcame many trials and tribulations (Vocab – may have to explain what this is) to
accomplish what they did. The key questions I want you all to think about while I read
are; ‘What makes someone a hero?’, ‘Who inspires you’, and “How can we use past
individuals as sources of inspiration today?’”
 I would have these questions on the smart/white board beforehand

Body  Read the kids the book


30-40 minutes  Upon finishing the book, introduce the kids to an activity where they ponder who/what
is a hero in their lives and why
 Provide own example of a hero (Terry Fox/Jessie Owens). He exemplifies a lot of the
characteristics that I value. Ask the kids about what the word ‘Value’ is.
 Type these out on the PowerPoint
 Upon getting a good class definition of what we value, I will sort the kids into groups to
discuss deeper their values and their own personal heroes. Roles of facilitators and
reporters will be devised. List of groups is below the lesson plan
 They may have to be moved to corners of the class in terms of sharing space with one
another, I just ask they stay in their separate groups.
 Wander around the class, listen to the discussions. Keep the kids on track. Assess the
kids on how well they are doing in the assigned roles. For example, is the facilitator
ensuring that everyone has a chance to speak? Is the leader keeping everyone on
track? What kind of discussions are being had? If there are groups that get stuck, ask
them to think about characters that they may watch on TV – other than superpowers,
what makes these people “heroes”?
 Upon the end of the class discussion and smaller group discussions, I will ask the class
to gather back around in the middle to talk about the activity. First question “What
were your groups characteristics of someone who is a hero?
 These will be written in the PowerPoint**
 The following questions will be used as prompt for feedback that I will use going
forward
 What did you like about working in groups/ being assigned roles?
 What would you like to see change for next time?
Closure
 These will be posed to the class. Ideally, all the different groups will make contributions
10-15 minutes to answering these questions. Some students may not want to answer these questions
at all, but the groups are designed so that at least one person would likely share their
(and consequently the other members of their groups) thoughts so I can get a good
general idea of how the lesson went for the class
 Transition to the next subject/activity
 If it is recess/lunch or home time, ensure the kids have enough time to wash their
hands/ clean up

Differentiation

None required 😊
Roles
Maintainer (1) – Ensure that the group remains focused on the group discussion about
heroes.
Facilitator (2) – Ensure that Everyone in the group has the chance to speak about what they
think a hero is and who their heroes are.
Reporter (3) – Keep track and report the ideas of everyone in the group to share with the rest
of the class at the end.
Groups

Group 1 – Nazdar (3), John (1), Axel (2), Aaron (3), Sophie (1), Janiar (1)
Group 2 – Evan Wee (1), Kalil (3), Amina (3), Dylan (1), Alida (2)
Group 3 – Nolan (3), Caleb (1), Macie (1), Caitlyn (3), Faith (2), Phil (1)
Group 4 – Viktor (3), Ruby (1), Brookie (2), Macs (2), Evan Williams (3)
Group 5 – Maks (2), Seamus (2), Zoe (3), Nyden (1), Arjowan (3), Muhannad (1)
Group 6 – Calum (1), Fatimah (2), Sage (3), Declan (2), Ana (1), Dasan (1)
*This checklist is for me. Formative assessment of the students during their group work.

Yes No
All our group members were
given the chance to
speak/have their ideas heard
Each member of our group
performed their assigned role
to the best of their ability
Our group was on task and
focused
Our group communicated
using respectful/inclusive
language

Reflections:

Stars
- I think mixing up the students into groups of people they were unfamiliar with was
ultimately a very good learning experience for them. You must be able to cooperate and
work with people you don’t necessarily see eye to eye with sometimes
- Voice projection was great, everyone was able to hear me
Wishes
- For next time I would remove the maintainer role. It was redundant and could just be a
group responsibility
- Incorporate more visuals to emphasize learning tasks. This could come in the form of
‘finger numbers’ etc.
- Slow down when reading the book and allow the students to see the visuals

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