Lesson: Fur Trade – Newspaper
Stories and Editorials
Subject: Social Studies
Grade: 5
Original lesson plan:
Exceptionalities:
·
Three English language learners’ students.
Overview of Lesson:
·
The lesson will start off with
the class being read The Three Little Pigs story and then writing an editorial
from one characters perspective.
·
The lesson will give an overview
of the fur trade and colonization.
·
The class will be put into
assigned groups and begin to research the fur trade and colonization.
·
During the last portion of the
lesson the groups will be asked to write a newspaper article and an editorial
on the topic from one of three different perspectives, either being the First
Nations and Inuit, new colonists in Canada, or the Europeans.
·
The lesson is intended to spread
out over five classes; each class is 30 minutes a day.
Prescribed Learning Outcomes:
·
Kl-009: Students will be able to
describe daily life and challenges for various groups involved in the fur
trade.
·
KH-036: Give examples of the
impact of interactions between First peoples and European traders and settlers.
·
Vl-003: Appreciate the
contributions of various groups involved in the fur trade to the historical
development of Canada.
Instructional Objectives:
·
Children will have obtained a
better understanding of colonization during this era and the lives of groups
involved in the fur trade.
Prerequisite Concepts/Skills:
·
Students should have basic
knowledge of Canadian history.
·
An understanding of the fur trade
– Terminology, symbols.
·
This activity does not have
involve much prior knowledge, as the students get time to research and think
about what they want to write about.
Materials:
Teacher:
·
Three Little Pigs book (I will
read this to the class before hand and we will form an example of an editorial
from the perspective of one of the characters)
·
Handout of fur trade information
(One per student)
·
Handout for the research;
involves a chart to compare the First Nations and Inuit, new colonists, and the
Europeans. (One per student)
·
Handout of newspaper and
editorial outline (One per group)
Student:
·
Computer with internet access
(Each student had a laptop in my practicum class)
·
Pencil
·
Eraser
·
Scrap paper
Lesson Activities:
Teacher:
Activity 1: (30 minutes)
·
Read the class The Three Little
Pigs and have them pick a character and make an editorial from their
perspective.
·
Show them examples of newspapers
and editorials and the difference between a regular article and an editorial.
Activity 2: (20 minutes)
·
Do an overview of the fur trade
and colonization.
o
What is the fur trade? Colonization?
o
How might life have been during
this time?
o
How might life change for all
those affected by colonization?
Activity 3: (40 minutes)
·
Give students an example of
researching on the computer.
·
Walk around and help the groups.
Activity 4: (60 minutes)
·
Make sure each group has done a sufficient
amount of research and has enough information.
·
Walk around and help students
with writing their editorials.
Student:
Activity 1: (30 minutes)
·
Listen to the story and choose a
character from the book to make an editorial on.
·
Write the example on a piece of
paper to look back at for notes.
Activity 2: (20 minutes)
·
Listen to the overview
·
Write down notes on the handout.
Activity 3: (40 minutes)
·
Research within the groups about
fur trade and the people on the computer.
·
Start writing down information
for the newspaper
Activity 4: (60 minutes)
·
The groups will write their
newspaper and editorials.
Rationale:
·
The original lesson plan only
consisted of groups for the research and discussion portions of the lesson. I
changed this lesson to include heterogeneous groups throughout all of the
activity to ensure the ELL students will have peer-mediated instruction during
all parts.
·
I provided a handout for all
sections of the lesson so that the students will be aware of what is expected
of them and how much information they should include in their newspaper and
editorial.
·
For ELL students, it is important
to ensure that they understand what they are learning. I will include a visual
of a finished paper to help show them what the end product should look like.
UDL & DI Adaptations:
·
Heterogeneous groups
o
By making these groups, it will
give more time to ensure that all groups understand the assignment.
·
Provide pre-made handouts for the
students.
Organizational Strategies:
·
Make sure that transitions from
different activities in the lesson run smoothly. (This will help to minimize
talk and make sure each group remains on task)
·
Ensure all students have the
handouts and are aware of the expectations for this lesson.
Behavioural Management Strategies:
·
Heterogeneous groupings. This
allows for the students to already be placed in groups. (These groups will be
chosen to allow that the ELL students and all others can show their strengths).
Extensions:
·
I extended the assignment
continue for 5 classes (a full week of classes).
Assessment and Evaluation:
·
Assessment will be evaluated by
the observation of how much each student participates within the groups (Each
student takes part in contributing to writing the newspaper/editorial and
discussions)
·
The groups will be marked on
their understanding of the concepts of the life of the people during this era.
(They effectively took the position of one of the three perspectives and
clearly indicated the pros and cons of colonization)
·
Each group must have a finished
product.
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