Lesson Plan:____________________

Multiple Intelligences: Flexible Grouping:

Individual

Pair

Mixed Groups

Homogeneous Group

Whole Class

Key Vocabulary Key Visuals

Assessment For Learning:

Preassessment

Formative assessment

Summative assessment

Learning Expectation(s): Overall –

Specific:

ESL

ELD

Stage 1 Stage 2

Planning for Effectiveness

Unit:__________ Strand:_______________

Activity: Accommodations Activity:

•Students access the Virtual Tour of New France to view primary and secondary sources depicting life in New France from various perspectives

•Students complete graphic organizers to gather information about the lives of 2 different individuals in New France

•Students complete a Venn Diagram to compare and contrast the lives of their 2 individuals

•Students compose a paragraph to compare and contrast the lives of 2 individuals living in New France

•Students work in groups to prepare a presentation on Life in New France using their research (includes: a concept map, model/diorama, poster, and folder game that explores the lives of 3-4 individuals and how their lives intersect in New France)

Stage 1•Students use the Virtual Tour of New France with a helper, accessing it several times, with translation if possible, to identify key vocabulary•Students create a mind map with assistance from their group to show their key vocabulary research on Life in New France

Stage 2•Students use the Virtual Tour of New France with a helper, accessing it several times, to identify and understand key vocabulary•Students use a graphic organizer to create a simple paragraph about life in New France

•Working with the support of their group and the teacher, students create a model/diorama depicting the life of a selected person (priest, nun, habitant, habitante, Seigneur, Courier du Bois, Iroquois male or female) in New France

Materials:

-internet access to Virtual Tour of New France, Historic map of New France

Additional Planning Notes:

-ensure stage 1 and 2s are blended into appropriate groups and have support

-adjust assessments to reflect inclusion of ELLs

ESL Stage 1 Level 1 Level 2 Level 3 Level 4Understanding ofConcepts

– shows minimalunderstanding with teacher support

– shows limitedunderstanding with teacher support

– showsunderstanding of many with teacher support

– showsunderstanding of all or almost allwith teacher support

Inquiry/ResearchSkills and Map andGlobe Skills

–with substantial assistance

–with substantial assistance

–with some guidance –with some guidance

Communication ofRequired Knowledge

– uses a few with substantial support

– uses/applies some with support

– uses/applies much of with support

– uses most or all of with support

Application ofConcepts and Skills

–shows minimal understanding even with support

–shows some with support

–shows clear with support

–shows good understanding with support

ESL Stage 2 Level 1 Level 2 Level 3 Level 4Understanding ofConcepts

– shows minimalunderstanding with teacher support

– shows limitedunderstanding with teacher support

– showsunderstanding of many with teacher support

– showsunderstanding of all or almost allwith teacher support

Inquiry/ResearchSkills and Map andGlobe Skills

–one or two with substantial assistance

– a few with substantial assistance

–some with some guidance

– all or almost all with some guidance

Communication ofRequired Knowledge

-communicates using limited with support

-communicates using afew withsupport

– communicates usingsome withsupport

– communicates using

Application ofConcepts and Skills

–shows minimalunderstanding, even with support

–shows someunderstanding with support

–shows clearunderstanding, with support

–model shows goodunderstanding, with support