LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St.

Georges

LESSON PLAN
Grade:_____ One Science________ Lesson Title: The Structuring Tipis symbols___ Lesson Duration 40 mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to
the POS, what students will learn and how the lesson will conclude. See example in Instructional video provided

The purpose of the lesson is to teach the students of the protocols of structuring the First Nations people’s
Traditional homes. The students will learn about how the tipi designs are acquired and they will further learn
about the protocols for designing a tipi. Students will engage in story time where the teacher will read
“Stormakers’s Tipi”. The students will engage in a five-minute discussion where they will learn about how tipis
get their designs and why it is important to be respectful when making a tipi. They will then design their own
tipis.
Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just
because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO
2-3 SLO]

GLO /GLE SLO/SLE

• construct model buildings, e.g., homes (human, 1–3 Construct, with guidance, an object that achieves a given
animal, from other cultures), garages, schools purpose, using materials that are provided.
Focus
perseverance: staying with an investigation over a sustained
period of time

Students will learn how to create and design a model tipi

using paper and crayons.  

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference
Students will investigate how first nations people receive their designs for the tipis.
Students will design a paper tipi with little or no guidance, as they demonstrate respectful attitudes.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself and are
specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students’ inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional Video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)
Can you tell me what Native people use to live in?

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express,
appreciate...be clear on what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..
Why do tipis have pictures on them?
Did you notice the drawings on the tipi?
Who lives in a tipi?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource
is and why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges

Resource #1: Stormaker’s Tipi by Paul Goble

Resource #2: Google pictures of tipis and their designs.
Resource #3:

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to
your lesson

 Examples of tipis and their designs.

 Animal stencils
 Tipi templates,
 Pencil crayons or crayons
 Construction paper to put the tipis on

Lesson Procedures

Introduction (5_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section.

Prior to class the teacher will print out the tipi templates. Print picture examples of tipi paintings.
The teacher will also place model tipis around the classroom.
The teacher will also make a checklist that has each child’s name and skills.
The teacher will instruct the students to go sit at the reading carpet
Teacher will ask the guided question: can you tell me what Native people use to live in.

Body (_45_min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson; will
they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies,
organization of class etc. How and when are you using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson body Identify Teaching Strategies/Rational
there should be a least two activities and one transition. You may have 3 activities and 2 Example: Direct instructions, pair/share, jigsaw,
transitions. An activity can be reading - transition - partner dialogue (as an example). Each
activity and transition are timed.
whole group discussion etc. When will you use
these and why? You will list in your body, but you
* Style of writing is descriptive and concise. You are not narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
will explain your choice here.
Introduction (teacher centered)
Activity #1: story time and video [teacher centered] (10min) The teacher will ask the guided question to
 The teacher will ask the students to listen carefully to activate the thinking caps of the students.
the story because she will be asking questions. Story time: This will be done to help students
 Teacher will read Stormaker’s tipi (5mins) learn about the history of the tipis and their
designs.
 Students will listen to the book
Discussions: The teacher will ask lesson
 The teacher will ask two questions [Did you notice the guiding questions that will focus the students’
drawings on the tipi and Why do tipis have pictures on thoughts on the symbols of the tipi and their
them?] meanings.
 The students will answer the questions (4 mins) Tipi instructions: (teacher centered)
 The teacher will lead the students in a one-minute This will be done so students understand what
stretching exercise. (1 min) three things need to be on a tipi, to inspire their
creative minds. This will also teach them what
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Transition: describe 3 min they can and cannot draw on their tipis.
 The students will walk like monkeys to their desk Creative Tipis (project centered)
 The teacher will mark the check list. This will be done to foster critical thinkers and
build their knowledge of creating modes of
Activity #2: Tipi Instructions [Teacher Centered] 5min traditional homes.
 The teacher will show students the pictures on the tipis Assessments/Rational (minimum of two)
 Teacher will talk about how show respect and why it is
important to be respectful. Type/Name:
Where Assessment Occurs:
Transition: describe (5mins)
 teacher will ask students to go get stuff to draw and Formative: Example: observation/anecdotal,
color with and then go back to their seats. student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
 The teacher will choose four students who are ready to
your evaluation textbook. When will you
hand out tipi templates. administer these and why?
Activity #3 Tipi templates (project centered) 20 min During the introduction of the lesson the
teacher will ask a few questions and at the
 Teacher will tell the students that their tipi must have three same time she /he will mark the provided
features’ stars, animal, and land. checklist. This list can help her understand who
 The students will draw and color their tipis has answered questions and what knowledge
they already know.
 Teacher will observer and help students if needed.
Tipi building the teacher can observe the
 The teacher will take notes.
students’ creative abilities and their concept of
structuring traditional homes.
Group discussion
This will help the teacher further understand if
the student have acquired any knowledge from
the lesson.
Differentiation: Identify your approaches and how these support student learning

The approaches I chose to build a tipi was based on their drawing and painting skills. This approach allows them
to create a tipi with little or no guidance. They could also learn about the steps to building a tipi and choosing the
designs based on meaning.

Consolidating and Closure: ( 10 ) mins *beyond 'clean up'

In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting ready
for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear steps
and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready for
transition can take up to 10 depending on the lesson

 The students will put their projects on the back table where the teacher and view them after class.
 The students can engage in a group discussion.
 The teacher will ask so who can tell me what types of homes did Blackfoot people lived in?