Name: Keaton Gruner Cohort: ____________

Lesson Plan
Lesson Title:​ ___Biography_______________________________________________ ​Grade:​ __7_____ ​Date:​ Nov 19, 2017

Subject​: English ​Strand:​ Writing ​Location:​ Classroom ​Time: ​(​length in minutes​):​ ​50

Lesson Plan Description ​– ​(one/two paragraphs with general details about what you will do and how you will do it)
The lesson will begin with a slideshow about myself. This is a way to introduce myself to the students and
demonstrate what will be looked for in the student’s biography. There will be specific expectations outlined for the
students’ biography. Students will then have class time to research their person and begin writing their own work.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations ​(numbers from documents and details)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements
appropriate for the purpose and audience;

Ontario Curricular Specific Expectations ​(numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.1 identify the topic, purpose, and audience for more complex writing forms
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate
information and see different combinations and relationships in their data
2.1 write complex texts of different lengths using a wide range of forms
Learning Goals D​ iscuss with students: ​What will I be learning today?​ (​ clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● what a biography is
● the components of a biography
● what a bibliography is
ASSESSMENT and EVALUATION
Success Criteria ​Discuss with students: ​How will I know I have learned what I need to learn?​ ​(clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: define what a biography is

I can: research the life of a soldier
I can: take information from one source to produce my own work
Assessment – ​how will I know students have learned what I intended?
Achievement Chart Categories ​(highlight/circle the ones that apply): ​Knowledge and Understanding​; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment ​For​ Learning written Veteran letter rubric

Assessment ​As​ Learning written kahoot quiz kahoot
Assessment ​Of​ Learning written written biography rubric
CONSIDERATIONS FOR PLANNING
Prior Learning: ​Prior to this lesson, students will have
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
 ● completed their letter to a veteran
● started researching a soldier from a dog tag
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

For hearing impairment: Teacher will wear microphone so that all students can hear instructions
Students will have the opportunity to use iPads to write their biography. This allows for easier revision and a way to
direct focus. For Charlie and Adrian, there will be no modification, but extra help will be provided if needed

Learning Skills/Work Habits

Highlight/circle ones that are​ addressed​: ​responsibility, organization​, ​independent work​, collaboration, initiative, self-regulation

Highlight/circle ones that are ​assessed:​ responsibility, ​organization​, ​independent work​, collaboration, initiative, self-regulation

Vocabulary ​(for word wall and/or to develop schema)

Biography, chronological, nonfiction, bibliography

Resources and Materials /Technology Integration ​List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Biography powerpoint
● Biography template (already provided)

Learning Environment ​(​grouping; transitions; physical set up)

Classroom with use of projector

Cross Curricular Links
History, Language (reading)
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction ​(5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: ______-_______ (Indicate time breakdown of instructional elements) ● Students will enter the classroom and take their
Biography Powerpoint seats
● Teacher will begin by introducing themself as the ● They will listen and be attentive
new student teacher. It is important that I take ● Ask questions
time to get to know the students as well as
telling the students a little bit about myself. It
will include pictures and short descriptions of
different aspects of my life.
● Encouraged to move around the classroom and
not remain stationary
● Announce that they may be tested on this
information so stay listening!

Action: During /working on it ​(time given for each component, suggested 15-25 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: ______-_______ (Indicate time breakdown of instructional elements) ● Read the slides
● After the introduction of myself, move into what ● Read the example biography
a biography is. ● Ask questions if anything is unclear
○ nonfiction story of somebody’s life ● Take out phone or iPad and go to kahoot.it
○ written by someone else ● Input game code and create nickname
○ birth, education, accomplishments, facts, ● Play the game and try to win!
death, ect. ● Win Bock Bucks
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
 ● Show example biography
● Then tell all students to take out their phone or
grab a tablet from the back of the room
● Tell them to go to kahoot.it and input the game
code
● Start game when everyone has joined
● Explain that the winner will get some Bock Bucks

Consolidation & Connection (Reflect and Connect)​ (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ______-_______ (Indicate time breakdown of instructional elements) ● Put away devices and take out piece of paper
● After the game, regain class focus and bring out ● Start contributing to success criteria and write it
chart paper. down
● As a class, develop the success criteria (4 ● Start working on biography
paragraphs, bibliography, date of birth, detail,
ect.)
● There will be time to start writing their biography
of the person from their dog tag.

Extension Activities/Next Steps ​(where will this lesson lead to next)

This lesson will lead into work periods later in the week. The assignment will be due on Friday

Personal Reflection​ (​what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013