DRAFT LESSON PLAN (REVISED 2021)

Candidate’s name:  Shelley Potter                                                                      

Grade/Class/Subject:	Grade 2 Social Studies	School:	Thornhill Primary School
Date:	March 2023	Allotted Time:	57 minutes
Topic/Title:	Social Justice – Ableism

1. LESSON ORIENTATION

Key resources: Instructional Design Map

Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events.

The content objectives of the lesson are to have students develop: (1) awareness about unique experiences, perspectives, and contexts of people with disabilities, (2) familiarity with utilizing inclusive person-first language, and (3) personal connections to people with disabilities.

• CORE COMPETENCIES

Key resources: https://curriculum.gov.bc.ca/competencies

Core /Sub-Core Competencies (check all that apply):

Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson.

COMMUNICATION – Communicating   COMMUNICATION – Collaborating   THINKING – Creative Thinking   THINKING – Critical Thinking   THINKING – Reflective Thinking   PERSONAL AND SOCIAL – Personal Awareness and Responsibility   PERSONAL AND SOCIAL – Positive Personal and Cultural Identity   PERSONAL AND SOCIAL – Social Awareness and Responsibility

Students will be asked to reflect on their ability to acquire and present information as well a use Social Studies inquiry processes and skills to ask questions, gather ideas, and communicate findings.   They will also be expected to reflect on their ability to generate ideas as well as explain the significance of personal or local events, objects, people, or places (significance).   Students will be asked to reflect on their ability to value similarities and differences (value diversity) as well as acknowledge different perspectives on people, places, issues, or events in their lives (perspective).

• INDIGENOUS WORLDVIEWS AND PERSPECTIVES

Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom

FPPL to be included in this lesson (check all that apply):

How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson?

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.  Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).  Learning involves recognizing the consequences of one’s actions.  Learning involves generational roles and responsibilities.  Learning recognizes the role of Indigenous knowledge.  Learning is embedded in memory, history, and story.  Learning involves patience and time.  Learning requires exploration of one’s identity.  Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Student learning happens at different rates.  Some students, due to a variety of contextual and experiential reasons, are able to meet proficiency levels very quickly and others take more time.  It is important that the students feel safe to share, support, and help each other through collaboration, communication, creation, and connection.  Students all have different strengths and areas of opportunity.  It is important to foster empathy, positivity, and understanding by sharing diverse perspectives, experiences, and contexts.  Connection fosters a sense of belonging, fairness, comradery, and teamwork.  We all have individual, community, and global roles and responsibilities and it is important to acknowledge, recognize, and appreciate our interconnectedness and reciprocal relationships with each other and the land.

• BIG IDEAS

Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)

What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question?

Students are expected to understand that we as individuals have rights and responsibilities as global citizens.  By developing awareness and understanding that every individual has unique experiences, perspectives, and contexts which hold value and importance, students may actively contribute to a more inclusive society.

• LEARNING STANDARDS/INTENTIONS

Key resources:  https://curriculum.gov.bc.ca/ (choose course under Curriculum)

Curricular Competencies: What are students expected to do?	Content: What are students expected to learn?
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisionsExplain why people, events, or places are significant to various individuals and groups (significance)Recognize the causes and consequences of events, decisions, or developments (cause and consequence)Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective)Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence)Sequence objects, images, and events, or explain why some aspects change and others stay the same (continuity and change)Make value judgments about events, decisions, or actions, and suggest lessons that can be learned (ethical judgment)	Students are expected to learn the following:   How people’s needs and wants are met in communitiesRights and responsibilities of individuals regionally and globallyRoles and responsibilities of regional governments

• ASSESSMENT PLAN

Key resources: Instructional Design Map andhttps://curriculum.gov.bc.ca/classroom-assessment

How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both?

Students will be evaluated based on their ability to follow simple directions and instructions as well as respectfully listen and constructively participate in class discussion/activities utilizing introduced vocabulary and person-first language (formative assessment).

• DESIGN CONSIDERATIONS

Key resources: Instructional Design Map

Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge.

There will be auditory (verbal directions/instructions), visual (demonstrations and videos), technological (video), and experiential components integrated into this lesson.  To accommodate students of all abilities, the teacher will speak slowly, use simple language with gestures, as well as review and repeat instructions/directions often.  “I do, you do, we do” will be incorporated during the lesson in order to provide a gradual release of responsibility (direct instruction to guided instruction to independent practice).  The teacher will explain and then demonstrate while delivering explicit instruction.  This lesson will be cross-curricular in the following subjects: (1) English Language Arts – stories and other texts connect us to ourselves, our families, and our communities; everyone has a unique story to share; through listening and speaking we connect with others and share our world; curiosity and wonder lead us to new discoveries about ourselves and the world around us, (2) ADST – designs grow out of natural curiosity; technologies are tools that extend human capabilities, (3) Career Education – strong communities are the result of bring connected to family and community and working together toward common goals, and (4) Physical and Health Education – learning how to participate and move our bodies in different physical activities helps us develop physical literacy.

Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment.

This lesson requires a laptop with connection to a Smart TV, a Smart TV, white board, dry erase pens, the book Arnie and the New Kid by Nancy Carlson, 2 wheelchairs borrowed from BC Wheelchair Sports Association (BCWSA), body break will be queued on the Smart TV Waka Waka (This time for Africa) | How to dance – YouTube, person-first language video queued on Smart TV Person First Language – YouTube, and lined recipe cards.

• LESSON OUTLINE

Instructional Steps	Student Does/Teacher Does (learning activities to target learning intentions)	Pacing
OPENING: e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge	Prior to the lesson, a note will be sent home for parents/caregivers which will provide some advanced notice that students may come home with comments or questions regarding the content of this lesson (see attached note to caregivers).  I believe it is important that caregivers have some awareness of our unit on social justice focused on ableism so they may better understand the context of any potential questions brought forward from the students.    Students will be asked to write their names on a recipe card.  After they have completed that task, they will be asked to write their names with their non-dominant hand on the reverse side of the recipe card.	2 minutes
BODY: Best order of activities to maximize learning — each task moves students towards learning intentionsStudents are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedbackTeacher uses learning resources and strategic opportunities  for guided practice, direct instruction, and/or modellingCan include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations	Students will then be asked what they notice about the two names written (student-led discussion).  What situations can students think of that would require them to write with the other hand.  Have students extrapolate what other injuries may change how they are able to move or function at school.   We will have two wheelchairs available for use in our class for the day.  Each student will have the opportunity to use the wheelchair for 20 minutes (a timer will be set to signal a change of user).  Use of the wheelchairs will be spread out throughout the entire day so all students may have an opportunity to have the experience.  Strict rules for use of the wheelchairs will be:   They are to be used respectful and courteously in all areas of the school.  They are not to be damaged for misused in any manner.Every student will be given 20 minutes to be in the wheelchair.Students will be asked to do their best to stay in the wheelchair for the entire 20 minutes and try to do all the things required for class from within the wheelchair.Try not to get up from the wheelchair, unless absolutely necessary.Please do not obstruct others or try to move others while they are using the wheelchair.If in the off chance there is a fire drill or other emergency, students may stand and leave the wheelchair to exit the school.If students require help, please ask.     The objectives of the lesson will be pre-written/drawn on the white board to save valuable teaching time:   Explain disability and give examplesDefine ableismUnderstanding and using person-first language   Students will be asked if they know anything about the word disability (condition that affects a person’s ability to do every day activities).  It is imperative that disabilities are approached and spoken of in a value neutral manner.  Disabilities are not good or bad; they just are.  What does it mean?  What are some examples?  What are some examples of disabilities that are not visible?   This will be a student-led discussion.  All definitions, thoughts, and experiences will be summarized on the white board.      Students will then be asked if they have heard of the term ableism (the belief that those people with disability are less than those without – is this value neutral?) and if they have any prior knowledge about ableism.  All thoughts will be recorded on the white board (student-led discussion).   Once class comments and discussion have come to a close, the class will likely need a body break – queue Waka Waka (This time for Africa) | How to dance – YouTube   Following the video and once settled and the teacher will read Arnie and the New Kid by Nancy Carlson.  If the book is unable to be found, the read aloud link is present below:   Arnie and the New Kid – YouTube   The following discussion questions may be proposed after the reading:   In what way is Phillip different from most of the other kids at his school?   Why didn’t he have many friends?   What did Arnie discover after he got injured?   In this story there was plenty of teasing.  Do you think the things Phillip said to Arnie were hurtful?  Why?   What types of language should/could we use when we are speaking of/to people with disabilities?  Give students a moment to think about and reflect on this before playing the video.   Queue: Person First Language – YouTube   Introduce person-first language – person with a disability (not disabled person).  Always acknowledge that the individual is a person first (person with a disability not disabled person).  Open discussion on why students believe it is important to avoid defining someone by their disability (student-led) and how to use respectful language when addressing disabilities.   Emphasize abilities, not limitations.Refer to disability only if relevant to the conversation.   After discussion of person-first language use, students will have time to debrief on the lesson takeaways as a class:   What did you already know about disabilities/ableism before today?What did you learn today about disabilities/ableism?What questions do you still have about disabilities/ableism?   All ideas, thoughts, and experiences will be summarized on the white board.	45 minutes
CLOSING: Closure tasks or plans to gather, solidify, deepen or reflect on the learning review or summary if applicableanticipate what’s next in learning“housekeeping” items (e.g. due dates, next day requirements	At the very end of the day, students will be asked to summarize their 20 minute experiences in the borrowed wheelchairs.  The experiential learning and awareness (and hopefully empathy) of the physical needs of others will likely be evident during this discussion.	10 minutes

• REFLECTION (anticipate if possible)

Did any reflection in learning occur, e.g. that shifted the lesson in progress?What went well in the lesson (reflection on learning)?What would you revise if you taught the lesson again?How do the lesson and learners inform you about necessary next steps? Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?If this lesson is being observed, do you have a specific observation focus in mind?

Professional standards 1 and 2 would definitely be met in the lesson plan through: valuing and respecting diversity, fostering positive student identity and well-being, and creating a safe inclusive learning environment which meets diverse student needs. In addition to the professional standards, the lesson also meets code 1 of the BCTF Code of Ethics, whereby students are treated with respect and dignity.   If the lesson were being observed, my foci would be on inclusion, connection, engagement, and participation; ensuring that all students have an opportunity to be involved, heard, and activated.  This lesson is truly about the students being able to make a personal connection to ableism through their own personal experiences, contexts, and awareness.  I believe it is incredibly important when teaching young students about social justice issues that we leave a lasting feeling of inclusion, hope, and empowerment.   I would definitely make this lesson into a unit plan.  I would attempt to invite a middle/high school student with mobility challenges to speak age-appropriately and candidly about how accessibility has affected them in school and other life contexts.  I would likely have the students generate a class list of questions for the guest before their arrival.  I could integrate mathematics in a cross-curricular fashion by having our students use measurement to assess the school and grounds for accessibility for students/staff with mobility devices.  I would also consider booking the BC Wheelchair Basketball Association (BCWBA) to visit the school to teach wheelchair basketball to the students.  There are so many positive, interesting, and thought-provoking avenues to engage young students on the subject of social justice.  The sky is the limit!

If, as a teacher, I provide effective and quality math/science instruction for my students I will then observe an increase in student achievement. 

If effective and quality math/science instruction is provided through/by: (1) teaching in ways that associate real-life practicality and invite personal connection, (2) delivering differentiated instruction to ensure educational equity, (3) embracing professional development and lifelong learning, (4) practicing critical objectivity while contemplating “newer/better ways of teaching” math/science that are not research-based and rely on qualitative conjecture for validation, (5) combining multiple approaches (i.e. explicit and discovery-based teaching) that are evidence-based and focussed on developmental perspectives to inform teaching, (6) role-modeling enthusiasm of the subject content and context, (7) creating a collaborative, safe, and secure classroom culture and community, and (8) utilizing various methods of lesson delivery (i.e., technology, guest speakers, field trips) as well as integrating inquiry-based learning to raise student engagement, interest, and excitement, then student achievement will improve through/by: (1) developing personal connection to the curricular content, (2) ensuring every student is offered opportunity for growth and achievement, (3) empowering students to challenge and question the accepted as well as practice agency, (4) developing authentic relationships and personal connections, (5) expanding reflective and introspective practices, and (6) engaging in collaborative contributions which subsequently raise interest and motivation as well as responsibility, and accountability for personal learning. 

Katz (2014) states that quality classroom instruction and practice positively influence student academic outcome.  If effective math/science instruction is provided by intentionally addressing and integrating all of the aforementioned instructional variables within the control the of teacher, then student participation, engagement, and motivation will be impacted whereby positively affecting achievement. 

References

Katz, S. [vimeo]. (2014, February 20). Steven Katz – Teachers Matter [Video]. Vimeo. https://vimeo.com/87241809

Teachers need to practice positive, respectful, and responsible means of conduct on and within digital platforms to role model digital citizenship to students, and the community.  Because teaching is a societal role held to very high professional and moral standards, digital integrity and accountability must meet and exceed general societal digital citizenship expectations.  It is imperative that teachers navigate and contribute to digital citizenship with an awareness of digital literacy, safety, and security.  Digital communication and technology have become such a large part of modern-day life.  Learning, communicating, collaborating, and creating are commonly occurring through digital means making it essential for students to have accurate awareness and knowledge to navigate online platforms in a safe and secure manner.  It is vital to empower students to accurately identify and report red flags of disingenuous and inauthentic dissemination of knowledge and information.  

In order to practice digital citizenship teachers may: (1) ensure the accuracy and authenticity of information from online sites by searching for validation in more than one location, (2) enable privacy settings to keep important information safe and secure, (3) limit posts and ensure they are appropriate, positive, and respectful, (4) use their own thoughts and ideas when posting or acknowledge where or who those thoughts and ideas are from, (5) stay clear of illegal and known fraudulent websites, and (6) be courageous and call out when others are not being considerate, honest, and responsible digital citizens.  Technology, as we know it today, allows access to unlimited information and enables users to become anonymous faceless entities.  We, as a society, must continue to learn how to manage, identify, and recognize threats, fallacies, and risks associated with digital technology.  The more information we are able to convey regarding digital safety and security to our younger generations, the more empowerment and courage we instill in them to call out inappropriate, disrespectful, and unsafe online information, posts, and behaviours. 

An e-portfolio serves as a digital chronology of learning, improvement, growth, and performance for a reflective practitioner.  It provides structure and mechanism to authentically and accurately document and archive experiences that have shaped the author into who they are presently and who they will become in the future.  Use of an e-portfolio may provide permanence or impermanence (the writer may decide what segments of history are kept or discarded) to the record of personal/professional change and evolution.  The documentation of past experiences, thoughts, and opinions allow the author to challenge, evaluate and revisit previous processes, beliefs, and strategies.  We as humans are changing every moment, every interaction, every connection.  These experiences transform, extend, and shape our thoughts, motivations, and understandings.  An e-portfolio provides an opportunity to have an online personal/professional journal that documents a teaching and learning journey from its infancy.  This dynamic tool may be used to display professional abilities, philosophies, and values when applying for teaching positions.  The e-portfolio documents progression and transformation through chronological posts/writings which raises self-awareness, allows vision from an alternate perspective, and encourages lifelong learning and growth.  An e-portfolio is a living, breathing representation of past and present and is only as valuable as the authenticity and effort put into its creation and reflection.

I plan on using the e-portfolio as a professional tool box once I have graduated from the pre-service education program.  It will be my digital journal of experiences, lessons, and feedback that will foster my improvement as a reflective practitioner and teacher.  I love the idea of using an e-portfolio as a record of my change and evolution as I continue to learn and grow throughout my career.  I believe that having an e-portfolio and using it professionally showcases a level of technological expertise that is generally expected in our current world.  It also provides an opportunity to exhibit creative flare and originality to future employers.  I have to admit that I was not initially sold on the idea, but I have to say that I am now an e-portfolio convert!  Well played Melanie and David.  Well played.

The primary role of assessment in elementary (kindergarten to grade 7) education is to improve student learning and growth by: (1) checking for understanding, (2) having students learn from their mistakes, (3) evaluating learning progress, (4) encouraging motivation, and (5) identifying any deficits in learning and any individuals with learning challenges. 

Essentially, assessment is the output or result of an educational feedback loop.  The instruction of skills and expected outcomes within the curriculum can be thought of as the inputs of the feedback system.  The students process the information delivered which may or may not result in individual understanding or comprehension.  The assessment or output is representative of how well the students understood the material presented.  The teacher may then use that assessment feedback to adjust or differentiate their teaching strategies and/or assessment methods to accommodate the differences in processing of the individual students.  The students may also use assessment feedback to adjust their individual performance (by learning from mistakes made on assessments) and/or changing their motivation(s).

At the elementary school education level, it is imperative that foundational skills are understood before continuing forward to more complex teachings. Without the scaffolding to comprehend entry point learnings, future complex concepts will not likely be understood.  Therefore, assessments are integral to ascertain understanding and comprehension.  Assessments may also assist in identifying deficits in learning or indicate individuals with learning challenges.  Identification of these challenges may demonstrate the need for assistance or accommodation for students that need more individualized help or require different information delivery or assessment methods for growth. 

Assessment at the elementary school level is crucial to provide frequent feedback regarding the acquisition and understanding of delivered foundational skills.  It is essential to the educational feedback loop.  Not only does assessment provide an indication of how well students are comprehending information and skills, it allows for the opportunity to alter future output/assessment.  The processing of information may be impacted by both the teacher and the student.  Regardless of how input and processing may be modified in the feedback loop, assessment plays a significant role in the improvement of student achievement.  It is a direct indicator of achievement and growth.  If learning and growth are not indicated through assessment, then the inputs of the feedback loop may need to be adjusted to accommodate positive change.