Lesson Plans

My Favourite Lesson Plan #2

My second favourite lesson plan came during my second week of field experience when I taught literacy. The topic of this lesson was “cross-checking.” This reading strategy is on the CAFE board that outlines wether or not words students read look and sound right, and if those words make sense. I taught this strategy by doing a reading aloud where I used the strategy myself and showcased what they should do when they come upon a word or phrase that does not make sense to them. Once the reading aloud was finished, students were broke up into different stations where they used the cross checking strategy along with other skills. The first station had students independently reading using the cross checking strategy whenever they needed to. The second station had students type on the laptops. Students previously started a writing piece, and they would keep on adding to that story in this station. Lastly, the last station had students complete a worksheet that helped build on their knowledge on adjectives and adverbs. Each station lasted 15 minutes. Students had a knowledge of how each station lasted that amount of time, and how they should properly use the laptops when it was their turn.

After this lesson I had no major changes, but I would urge anyone who does stations to explain each station clearly. Also, allow students to repeat what they should be doing before they do it. I had problems with students not changing stations on time, so if I were to do this lesson again I would put a timer on the board to allow students to see how long they have at each station.

The Professional Development Plan (PDP) for this week focused on set, development and closure. For the set, I explained what the students would be doing for the lesson and I had clear expectations for what they needed to be doing. For the development, I did a read aloud for the students to exemplify what the cross-checking method looked like. Once that was complete, students were set to do whatever they were supposed to do. The closure was successful, as I had the students vocally tell me what the cross-checking method entails. After this week’s PDP, I made sure I had a strong set, development and closure time period within my lesson plan.

Here is the PDP for this week.
Here is the feedback from my cooperating teacher.

Teaching Resources

Here is a list of teaching resources that I have compiled so far:


This source is from my lesson on the Circulatory System. There are many helpful worksheets for students on this resource.

Here is a predator/prey game students can play. This can be done as a Science lesson, or as a Physical Education lesson.

In this Google Drive, there are many helpful activities than can make Science interactive.

This lesson is good for teaching students about the Solar System.


I enjoyed teaching the Cookie Experiment because students could physically see and come up with a scenario of peer pressure.


For an introduction to the multiplication table this game was interactive and useful.

Physical Education:

Capture the Ball is a fun game to involve tactics and strategies for young learners.

Treaty Education:

These are the Treaty Outcomes and the Calls to Action.

This article discusses the foundational characteristics of Treaty Education.

Language Arts (English):

The following resources is about the daily CAFE board that is used for reading strategies along with other valuable literacy skills.



Examples of Student Work

Examples of Student Work

Throughout the semester, I had an opportunity to work with many intelligent students, and here is some of their work.

Example #1:

These examples are from a Health lesson where students learned about peer pressure. During this lesson they were asked to come up with a scenario where peer pressure is exemplified.










Example #2:

This work comes from my introductory science lesson on the Circulatory System. This is the worksheet I had students complete after they watched the informational videos. 










Example #3:

This example was taught by the cooperating teacher on one of our Wednesdays together, but the assignment was done so well I wanted to show some examples. These examples come from a Remembrance Day activity where students were asked to read poems regarding Remembrance Day. The first picture is an example of a students creating a new poem that was veteran themed. The second example is a student making meaning of a poem already written.

Example #1
Example #2

Week 7: The Last Week

Sadly, this week was my last of pre-internship for the Fall semester. I had a great time with the grade 4/5’s, and I am so excited to go back in March. For this week’s lesson, I figured the class deserved to have a fun class considering it was my last one for a while. So, I asked to teach Health, and in particular peer pressure. This is an important topic for students to learn because peer pressure can be negative, but it can also be positive.

To begin this lesson, I went over expectations because this would be a fun class, but one they needed to behave for in order to understand what I was trying to teach. The main component of this lesson was the “Cookie Experiment” as it relates to peer pressure. For the most part, students were being good audience members and good actors, but sometimes they needed to be reminded to stay on task. Cookies were a very good incentive for positive behaviour in this lesson, and I used that to my advantage. Once the students finished the experiment, I had them go back to their desks and transition to something different. For my next mini activity, I asked them to come up with a scenario of their own that showed peer pressure. Some students had fun with it, and some were not as happy to do this portion of the activity. As the students finished up, I allowed some of the students to share their scenario in front of the class. This was a good lesson to end my first half of pre-internship, and I cannot wait to see all of those wonderful students again.


Professional Goals

Professional Goals

  1. As I move through my pre-internship, and into my internship I want to make sure my lesson plans become more and more detailed. This is important to me because I am a new teacher and being able to be very detailed orientated allows me to know exactly what I will be teaching.
  2. I have noticed through my pre-internship that sometime when I explain concepts, or worksheets I can be unclear. So, as a result I want to make sure I always go over instructions slowly, and stop for clarification regularly. This way, students will not be confused and I will have students spend more time working, and less time wondering what they should be doing.
  3. As I gain more experience within the classroom, I want to find more teaching strategies that work for varying abilities of students. I understand this will not be easy, but if I can retain useful teaching strategies taught to me in university, then use those in my field work, I will become a better teacher. So, hopefully in my university classes I will learn about many different teaching strategies, but I can also learn from my wonderful cooperating teacher.
My Best 3-2-1

Controversial Subjects

The three articles I am discussing in this particular 3-2-1 are as follows:

  1. From the New Teacher Book: “Teaching controversial content,” Pg. 199 
  2. https://www.researchgate.net/publication/279539507_Leaning_in_A_student%27s_guide_to_engaging_constructively_with_social_justice_content
  3. https://globalnews.ca/news/4439238/parents-raise-concerns-over-switch-from-french-to-cree-in-some-regina-public-schools/?utm_medium=Twitter&utm_source=%40globalsaskatoon

3 Big Takeaways:

  1. After reading the beginning of the article in the New Teacher Book, it is sad to hear that there are administrators who frown upon the idea of teaching about gender bias and racism. That sort of backlash would be hard for me if I was in the same situation  because I would not want to argue with someone who has a lot more power than I do.
  2. In the second article, I took away the idea that ourselves and students need to recognize the different between option and factual knowledge. All too often we hear someone voice their opinions, but fail to question whether or not that is truth, or just what they believe to be the truth. So, being able to tune out the false information (opinions) and only react to factual knowledge.
  3. The third article makes me think that the parents who disagree with the decision are not upset about the language being taught, but rather they might be upset about what culture the Cree language comes from. Very few parents in Saskatchewan are very concerned about what second language their child may or may not get as a result of school, so why is this a big issue? Just because students are not taught French does not mean students will be taught a language that is any lesser.

2 Connections:

  1. One connection I can think of comes from my past field experience in ECS 100 where my cooperating teacher discussed with my partner and I about parent interactions and how important they are. They stressed that having a positive relationship with every parent may be difficult, but it is important to having a successful classroom. Parents will always voice their opinions when it comes to education because their children are important, and they want what is best for their children. So, when we as educators get backlash from parents like discussed in the third article we need to take those opinions into mind, but also stick to what we believe to be right.
  2. I can connect with the idea of noticing my own defensive reactions as discussed in the second article. When I began my university education, I was much more close minded and never realized I would get defensive when someone challenged my beliefs. Now I realize I need to notice why I am becoming defensive because it is a negative defence mechanism. By doing this, I allow myself to be a better educator, but also a better person.

1 Question I Now Have:

  1. After reading about the challenged teachers face dealing with parents who might be upset, I now wonder how to properly deal with those issues? Not every parent will agree with what we teach, but if our teaching is supported should we take those parents’ opinions into consideration? There seems to be a fine line between what we want to teach, and what society believes we should teach, so where does that line get drawn in the sand?



Lesson Plans

My Favourite Lesson Plan #1

During my time in the field I had the opportunity to teach almost every subject, but I felt very good about one lesson in particular. The lesson I felt the best about was science, and in particular the Circulatory System. Considering this lesson was an introduction on this specific topic, I wanted to make sure students would have a positive first experience learning about the Circulatory System.

First, I started off by asking the students what they knew, or maybe what they wanted to know about this topic. This was a good way to start because it gave me a good idea of how much I really needed to teach these grade 4/5’s.

After I got a feeling of what students knew, I moved onto showing a video on the Circulatory System because I felt a video could explain this system better than I could. As the videos went on, I stopped and paused for clarification because this was new content and I could’t expect everyone to understand the video without stopping. I felt that the stopping for clarification and quizzing whether or not they were paying attention helped the class understand what was being taught to them.

Once the videos were complete, I handed out a worksheet that had terms involved within the Circulatory System, and different interesting facts about the heart. The lesson was ended by an exit slip that asked the students to tell me one thing they learnt that class.

I created a reflection for this lesson that allowed to to look back, and see what went well, and what I would have changed if I taught this lesson again. If I were to do this lesson again, I would not have changed much, but I definitely would have spent more time to explain the worksheet I gave them because some students have difficulty.

The Professional Development Plan (PDP) for this week was awareness and responsiveness. This goal was set in order to make sure I was scanning the room, making eye contact, not facing my back to the students and giving clear directions. The feedback was positive, and my cooperating teacher pointed to that I went around the room as I taught, and never faced my back to the students. I enjoyed this goal because being clear and making eye contact can allow students to pay attention, and stay engaged. For the rest of my time at the school I ensured I still followed the directions this PDP set out for me.

Here is the goal for this particular weeks professional development plan.
Here is the feedback on my professional development plan.