Kasey Geelen

PED 3142
February 10, 2022
1

Differentiated Instruction Lesson Plan

Step One: Differentiated Lesson Plan
For this assignment I have modified and adapted a lesson plan that I created and
used during my December Practicum. I did remove a few parts (i.e., the self-
reflection/next steps), just to have space to write my differentiation ideas out. I taught a
unit on grade 6 social studies. This lesson followed a lesson discussing the different
Indigenous Groups of Canada. This lesson works to meet expectations in The Ontario
Curriculum, Social Studies: Grades 1 to 6, History and Geography: Grades 7 and 8 from
the grade 6 strand A: Heritage and Identity: Communities in Canada Past and Present.
Differentiation added specifically for the class profile of this assignment is written in red
text. Anything that was already differentiated that I think fits well with this class profile is
highlighted in yellow.
The context, in terms of differentiation, for this lesson is how the classroom is set
up and what is already being done in terms of accommodation or differentiation. Some
UDL that I would have implemented prior to this lesson for the whole class, but that
works well for some of the students in the class profile includes visual schedules (Iris)
and Body Breaks (Bailey, Jamie, Terrence). Another aspect that could be considered
UDL that I would include in an ideal classroom and would be useful for this profile of
students would be different workstations. I would allow all students to work at stations
that met their learning needs (i.e., standing stations [Bailey], quiet stations with
headphones [Jamie, Iris], stations where students can work on the ground, stations with
extra scrap paper for doodling to focus [Avery], etc.). I would also have fidget tools
available for students to help with focus, again available for all students who feel they
would benefit from the use of the tools.
Name: Kasey Geelen Grade(s): 6 Subject(s): Social Studies
Lesson 8, Day 9: Traditional Territories and Land Acknowledgements
December 9, 2021.
Introduction/Goal(s):
Have students identify the traditional territory we are living and learning on. Understand
treaty territories and identify these territories. Learn about land acknowledgements and
their importance.
 2

Curriculum Expectations: (consider the Enduring Understanding(s)/Big Idea(s):

possibility of cross-curricular
connections) Understanding of Traditional territories of
Overall: Indigenous Peoples, Treaties, the land they
live/learn on and importance of
“A 3 Understanding Context: demonstrate acknowledging the land living/learning on.
an understanding of significant experiences
of, and major changes and aspects of life
in, various historical and contemporary
communities, including First Nations, Métis,
and Inuit communities, in Canada” (Ontario
Ministry of Education [OME], 2018, 126).
Specific:
“A3.1 identify the traditional Indigenous and
treaty territory or territories on which their
community is located” (OME, 2018, 129).

PART 1: Materials
Minds On: Activating Prior Knowledge
Brief review of Inuit, First Nations and Métis cultures as discussed in
Lesson 7.
Body Break
 3

PART 2: Materials
Action Environment – take the class outside to learn about Treaties,
Land Acknowledgements and Traditional Territories
What are Treaties? Google Slides
- Definition – Official agreements made between Canadian
Government and Indigenous Peoples – Define ongoing rights
and obligations on all sides
- Types (Historic vs. Modern) Iris – Process - teacher describes
difference out loud from slides
Treaty Rights video
https://www.youtube.com/watch?v=mVVD9yYCKiI
Maps activities: Explore the following maps and answer the question:
Jamie – Process – Make more hands on, use a physical map rather
than virtual
1. What treaties are near Ottawa?
- Map of Treaties across Ontario
https://www.ontario.ca/page/map-ontario-treaties-and-
reserves
2. What First Nation is Closest to your school?
- Map of different locations
https://files.ontario.ca/pictures/firstnations_map.jpg
3. Whose land are we on?
- World map- https://native-land.ca/
- Ontario map -
https://files.ontario.ca/pictures/firstnations_map.jpg
Land Acknowledgement Class Discussion
- What is it?
- Why is this important?
- What makes a great land acknowledgment?
- OCDSB Land Acknowledgement: “We would like to
acknowledge that our schools are on unceded Algonquin
Territory, and thank the Algonquin Nation for hosting us on
their land.” (OCDSB, About Us)
- Ms. Geelen’s Land Acknowledgement
Body Break
 4

PART 3: Materials
Consolidation and Debrief
Write your own Land Acknowledgement! Or add a personal touch to Slides,
the OCDSB Land Acknowledgement Chromebooks
Students are encouraged to make their acknowledgements personal
and meaningful. (Can be done in partners)
Process – Allow students struggling to write a whole land
acknowledgment to add a personal touch to OCDSB
Acknowledgement instead (Terrance, Iris)

Environment - Begin a visual timer of how long the students have left
to complete the Land Acknowledgement (Bailey – reminder of how
long it should take, Avery – reminder of how much time is left until
this needs to be complete) – keep in plain sight, but maybe not at the
front as not to worry any students who feel lots of pressure from
being timed or in situations such as a test.

Avery – Product – create a visual land acknowledgement poster

rather than written. Explain (orally or written) to the teacher how it
acknowledges traditional land inhabitants and current inhabitants.

Terrence – Process – use of assistive technology such as speech-to-

text or typing.

Iris – Environment – provide a physical checklist of what goes into a

good Land acknowledgement along side expectations
Guided Questions
What are treaties? What does Treaty mean?
What territory is Ottawa located on? What does unceded mean?
What is a Land Acknowledgement? What makes a good one?

Assumptions to avoid
That all students already have an idea about traditional
territory/unceded land.
That all students have a background with Land Acknowledgements.
Differentiated Instruction (Content/ Process/ Product) Accommodations and
Modifications
Videos/Visuals/Maps - content – visuals for visual learners, to support discussions
Adapt Write your own Land Acknowledgement to add your own sentence of OCDSB’s
Land Acknowledgement.
Auditory explanations – support auditory learners
Choice of how to complete the land acknowledgement – Product - i.e., write by hand,
use of Chromebooks, complete orally etc. – support different preferences when
completing written portion
 5

Step Two: The Rationale

A lot of my differentiation falls under UDL. Most of the UDL aspects, such as

Body Breaks, choice in how to complete the assignment, different learning stations, or

visual schedules, can help all students learn (OME, 2013). I decided that the different

learning stations were a part of my UDL because I envision giving all students the

choice of using all the stations to get the lessons and activities done, meaning that the

stations are not differentiated (OME, 2010). I would, however, ensure there are stations

that support the specific needs of the students highlighted in the class profile (i.e., a

standing station for Bailey), but I would not limit which students were allowed to use the

stations. Also, by allowing choice of how to complete the Land Acknowledgement, I am

tiering the assignment for the students (OME, 2010), I can differentiate the assignment

for specific students according to their readiness (i.e., just adding onto the OCDSB Land

Acknowledgement vs. writing their own from scratch). I also feel like fidget tools fall

under my UDL, as I would allow any student who felt they would benefit from their use

to use them. These tools can help a variety of students with different needs

(Performance Health). Such tools would benefit not only the five students in the class

profile, but potentially all learners in the classroom. These UDL approaches benefit all

students, including students who also need a bit more specific differentiation.

For Iris I decided to highlight her auditory learning preference. I would be sure to

verbally explain all my instructions and expectations rather than leaving them on a slide

for the students just to read to help Iris feel confident to complete the Land

Acknowledgement. I also think it is important to give Iris a checklist of what should go

into the Land Acknowledgement so she can keep track of where she is and if she is on
 6

track still. For Iris, I think the quiet station could work well. The students there would be

expected to be working quietly and independently, which would help avoid conflicts that

she might get upset by.

For Jamie I decided to try and make the activity and lesson more kinesthetic. I

am curious to see if having a physical map of what is now Canada and talking about

treaties could make the lesson more engaging for students like Jamie who like more

kinesthetic learning. I think this could help Jamie get more engaged with the lesson as

they could physically touch and interact with the map rather than just having it on a

computer screen. I think part of the changes I made, taking the class outdoors to talk

about the land we are living and learning on, would also help Jamie and make this

lesson more hands-on. I think differentiating the learning environment would help

engage Jamie, and other students, in this lesson, making learning about treaties and

land acknowledgements more concrete and exciting.

For Terrance I focused a lot on the process of learning. For him, I differentiated

by encouraging the use of assistive technology to complete the land acknowledgement

since he is hesitant to write with a pencil. I would hope that this makes writing more

accessible for Terrance and that he will become more interested in writing and

completing his work. I also thought that working with a partner would be helpful for

Terrance. I chose this to help with his hesitance to complete schoolwork, but also to

help him make social connections with some of his peers.

For Bailey I thought that having a timer visible as a reminder of how long it

should take to complete the task could be helpful. I would frame it as the activity should

be finished with only a minute or two left on the clock. I chose this differentiation for
 7

Bailey to try and harness some of the competitive nature and hone it in on the

schoolwork. By using the timer as a goal of when it should be finished by, hopefully

Bailey will not try to finish the work as fast as possible but try to ‘race the clock’ a bit

closer to the finial goal time. This would also give Bailey a goal of when to have the

work done by.

For Avery I also thought a timer would be useful, but for a different reason than

for Bailey. For Avery, I think the timer could help get the activity finished on time, since

the limited time will be clear as the activity is being completed. Since Avery completes

their work when given limited time, I think that the timer with how much time is left to

complete the activity could help keep them on the right track. Additionally, I thought

Avery’s product could be differentiated. I thought Avery could create a visual land

acknowledgment, possibly with an explanation for the teacher just to be sure the

message is being portrayed correctly. I chose this differentiation for Avery because of

their keen interest in art, so I thought to make this activity more enjoyable and engaging

for Avery an artistic version of it could get Avery more interested and engaged with the

content.
 8

References
Ontario Ministry of Education. (2010). The Differentiated Instruction Scrapbook.
Toronto, Ontario, Canada: Queen’s Printer for Ontario.
http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage201
0/2010DIScrapbook.pdf
Ontario Ministry of Education. (2013). Learning for All: A Guide to Effective Assessment
and Instruction for All Students, Kindergarten to Grade 12. Toronto, Ontario,
Canada: Queen’s Printer for Ontario.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2013.pdf
Ontario Ministry of Education (2018). Revised. The Ontario Curriculum, Social Studies:
Grades 1 to 6, History and Geography: Grades 7 and 8. Toronto, Ontario, Canada:
Queen’s Printer for Ontario.
http://www.edu.gov.on.ca/eng/curriculum/elementary/social-studies-history-
geography-2018.pdf
Ottawa-Carleton District School Board. (n.d.) About Us. https://ocdsb.ca/about_us
Performance Health. (n.d.). 15 Fidget Tools (Not Toys) for Your Classroom. Retrieved
January 31, 2022. https://www.performancehealth.com/articles/15-fidget-tools-not-
toys-for-your-classroom