• BLM #1 Student Assessment Checklist
• BLM #2 Anecdotal Observation/Conferencing Tracking Template
• BLM #3 Placemat Template enlarged onto 11-x-17-inch paper for each
group
• BLM #4 Contributor to Society Graphic Organizer for each group
• BLM #5 Traffic Light Assessment Poster
Teaching
& Learning
Strategies
• Activating Prior Knowledge: Revisit Sticky Note Pileup
• Oral Discussion and Documentation of Thinking: Anchor Chart; Placemat
• Consolidating Thinking to Build New Knowledge: Contributors to Society
Graphic Organizer
• Consolidating the Learning Experience: Traffic Light Assessment
Background
Information
for Teachers
Before Lesson
• Post Learning Goals and Success Criteria for this lesson.
• Make arrangements for students to have access to technology to find
information.
• Make arrangement for students to access the school library.
• Have the Anecdotal Observation Template (BLM #2) ready on a clipboard
to use while students are working collaboratively.
• Have the enlarged Placemat Template (BLM #3) ready for each group.
• Have the Contributor to Society Graphic Organizer (BLM #4) ready for
each group.
• Have the Traffic Light Assessment Poster (BLM #5) posted.
Step A:
Assessment
as Learning
Lesson Note: This lesson starts with a review of Lesson 1, What Does It
Mean to Be a Contributor to Society? Please review that lesson to get some
background on and insights into the learning experiences that this lesson
will build upon.
ACTIVATING PRIOR KNOWLEDGE
Revisit Sticky Note Pileup: Place students in the same groups that they
were in for Lesson 1 and return the envelopes, sheets of paper or file folders
containing the categorized sticky notes to the groups. Allow a few minutes
for the learners to organize their materials and to revisit their thinking.
Teacher Talk: During our last class, we were categorizing our thinking about
contributors to our lives. You should now have your ideas on yellow sticky
notes organized into several categories , which we are going to share. As we
share, we will think about other groups’ thinking to find categories that are
the same or similar. These will become our class’ thinking. I will document
our confirmed thinking as we share.
Black Canadian Curriculum – Junior – ETFO – 2014