GRADE 7-FRENCH AND ENGLISH COLONIES

Date Wednesday, November 17, 2021 Lesson Title French and British colonies prior to Grade Level 7
Confederation

Time in Lesson 30-40 mins per lesson (approx. 5 Subject Humanities Lesson # 1
lessons).
Developed by
Melanie Lee Kim Gnok (30038940)

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

Values and Attitudes:

-7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation (C, I, TCC)
-7.1.2 appreciate the challenges of coexistence among peoples (C, CC, I, LPP)

Knowledge and Understanding:

-7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-Confederation
Canada by exploring and reflecting upon the following questions and issues
-7.1.4 assess, critically, the economic competition related to the control of the North American fur trade by exploring and reflecting upon the
following questions and issues
-7.1.6 assess, critically, how political, economic, and military events contributed to the foundations of Canada by exploring and reflecting upon the
following questions and issues.

Skills and Processes:

-7.S.1 develop skills of critical thinking and creative thinking
-7.S.8 demonstrate skills of oral, written, and visual literacy

Assessment Strategies
Objective in student-friendly language
What will I accept as evidence of learning/development? Have I
What will students understand/experience/appreciate as a result of
employed formative assessment? Do I make use of prior assessments
this lesson?
in this lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

By the end of this lesson, students will… -After each teacher-facing instruction, activities are implemented
-understand the 13 colonies and the interactions they had with First throughout the lesson to ensure understanding of students.
Nations people. -For example, when students will learn about the hierarchy system of the
-the different governments, economies, and religions of New France and Thirteen colonies, students will “play” with the idea by trying to figure
the thirteen colonies. out how their hierarchy was like. They will be given an envelope with
different people and roles and they will try to put them in the hierarchy.
-At the beginning of every class, the question “what did Miss Lee talk
about last class?” will always be discussed in order to understand
students’ knowledge and comprehension of lessons.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

-As a way to the inclusion of all students, each slide and lesson taught
-Students will be given notes on the lesson so they are able to follow will have definitions at the bottom for students who may not know the
along. words that are crucial to understanding the lesson being taught.
-For their formative assessment, some students might prefer to write their -The use of technology is also welcomed for their summative assessment
letters on paper or others may want to type so technology may be required because some students may prefer to work on a computer than
at the end of the chapter. handwriting it.

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

-Students have been learning about the different explorers prior to Confederation and have been working on an assignment where they research about
one specific explorer.
-Before the start of the lesson, students will engage in the activity, “Guess the Explorer” where they guess who the explorer is based on only their
photo. This is where the teacher will connect the explorers with the new lesson about colonies by continuing the story after the first encounters and
their journeys to Canada.
-Students will also work on an activity where they will guess the definitions of certain words that will be used throughout the lesson. They will also
try to explain how the words will be used when talking about colonies in North America.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
Adapted from Wiggins, Grant & J. McTighe (1998)
What is the TEACHER doing? What is your plan for the What are the STUDENTS doing? How are they engaged
Approx. time
body of the lesson? What steps are taken during the lesson? while you are teaching the lesson?

The teacher will introduced the activity, “Guess the Explorer,” Student will try to guess the explorer by the image provided. 5-10 mins
and provide answer after. The teacher will then introduce the
chapter that will taught throughout the week.
The teacher will introduce the activity where, in groups, students In groups, students will try to guess the definitions of keywords
will try to define keywords used throughout the new lesson. The that will be used throughout the lesson. They will then try to 15-25 mins
teacher will go around the class to see students’ prior knowledge. explain how they think these words will be used.
After the activity, the teacher will show the students the correct
definitions and conduct a conversation with the class on how
these words might be used in the lesson.
In a teacher-facing lesson, students will learn about the reasons
why European colonists made colonies. They will learn about the 10-15 mins
terms mercantilism and monopoly
Students will get an in-depth understanding of monopoly and the
advantages it had for European colonies and their economic 10-15mins
success. (End of 1st lesson)
At the beginning of class, the teacher will ask the following Students will answer the question given by the teacher.
question: 5-10 mins
“What did Miss. Lee talk about last class?”

This ensures that the teacher understands where students are at

and any misconceptions that need to be addressed.
Students will work on the activity “Where do I belong?” as a 25-30 mins
In teacher-facing instruction, the teacher will introduce students way to introduce the societal hierarchy of the Thirteen colonies.
to the Thirteen colonies. The teacher will focus mostly on the In groups, they will be given an envelope with arrows and
ideas of religion, economy, and government of the Thirteen pictures of a person or group and they have to determine where it
colonies. (End of 2nd lesson) fits in the hierarchy.
At the beginning of class, the teacher will ask the following Students will answer the question given by the teacher. 5-10 mins
question:
“What did Miss. Lee talk about last class?”

Adapted from Wiggins, Grant & J. McTighe (1998)

This ensures that the teacher understands where students are at
and any misconceptions that need to be addressed.
In teacher-facing instruction, the teacher will introduce students Students will watch multiple videos about New France and will
to New France. The teacher will focus mostly on the ideas of have a class about the video. 25-30 mins
religion, economy, and government of New France. At the end of the last lesson, students will be introduced to their
summative assessment, “A letter from New France,” where (approx. 2-3
In teacher-facing instruction, students will be reminded of how students will try to respond to a letter from a filles du roi. classes)
to write proper paragraphs and letters.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Through the use of teaching-facing instructions, activities, and videos, I hope students will learn the beginning of Canada and the differentiation
between New France and the Thirteen colonies. I hope to institute the understanding that the difference between the colonies is a vital part of the
conflict and separation of French and English colonies that they will be introduced to during the lesson on Confederation.

PRE-SERVICE TEACHER REFLECTION

OVERALL:
● How do you feel your students experienced this lesson? (Think about things like - clarity, frustration, organization of materials,
classroom set up, your proximity to and interaction with students, flow vs tension)
● Were you successful in reaching all students? How do you know?
● How did you accommodate for diverse learners and those requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement?
● What might you do differently next time?

ASSESSMENT:
● What was your assessment of the learning in this lesson?
● What is your evidence of student understanding?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● How will this inform your future planning and teaching?

Adapted from Wiggins, Grant & J. McTighe (1998)

CONSIDER:
● How can you solicit feedback from students to inform your teaching?
● How can you invite your colleagues to give you feedback?
● What is the theory, research and/or resource that contribute to your growth?
● Personal strengths that contributed or hindered this lesson?

Overall:

I believe that the lesson was fairly successful. I found that students were very attentive and engaged with the lesson and were responding well to the
questions being during the lesson. I found that were quick with their responses and there was no evidence of frustration and confusion about the topic
being discussed. In teaching-facing instruction, I wanted to ensure participation and involvement of students so I would walk around while they were
answering the question that I asked them in order to ensure that every student was successful. All the slideshow and images provided for students are
written in student-friendly language that is based on their grade level but I also highlight any words or vocab that is confusing or important to know
and we do talk about it. This is lesson was primarily focused on the impact of colonization on First Nation peoples so I was able to talk deeply and
address Indigenous learning and history. One thing that I think I will do differently is to include a lot more engaging activities for students.

Assessment:

Unfortunately, I was not able to introduce their summative due to conflict issues with their exam but I was able to ensure formative assessment
throughout the lesson. In each topic area, I would ask them to answer a question or more and we would discuss it as a class before moving on to the
next topic area.

Consider:

One way I think that I can ensure feedback from students is by simply asking them if they needed more help or if they had any confusion with the
lesson and that’s how I can indicate whether or not the was successful. My partner teacher and I have a routine where he would give me any feedback
or suggestion at the end of the day. I think that this has been really helpful to ensure my improvement throughout my six weeks. I think that one thing
that really helped to make this lesson successful is the fact that I was able to build relationships and trust with the students where students understand
classroom behavior and are comfortable enough to participate or ask questions.

Adapted from Wiggins, Grant & J. McTighe (1998)