Planning for Effectiveness Lesson Plan:____________________ Unit:__________ Strand:_______________ Multiple Intelligences: Flexible Grouping: Individual Pair Mixed Groups Homogeneous Group Whole Class Key Vocabulary Key Visuals Assessment For Learning: Preassessment Formative assessment Summative assessment Learning Expectation(s): Overall – Specific: ESL ELD Stage 1 Stage 2

Accommodations Activity: Students access the Virtual Tour of New France to view primary and secondary sources depicting life in New France from various perspectives Students complete graphic organizers to gather information about the lives of 2 different individuals in New France Students complete a Venn Diagram to compare and contrast the lives of their 2 individuals Students compose a paragraph to compare and contrast the lives of 2 individuals living in New France Students work in groups to prepare a presentation on Life in New France using their research (includes: a concept map, model/diorama, poster, and folder game that explores the lives of 3-4 individuals and how their lives intersect in New France) Stage 1 Students use the Virtual Tour of New France with a helper, accessing it several times, with translation if possible, to identify key vocabulary Students create a mind map with assistance from their group to show their key vocabulary research on Life in New France Stage 2 Students use the Virtual Tour of New France with a helper, accessing it several times, to identify and understand key vocabulary Students use a graphic organizer to create a simple paragraph about life in New France Working with the support of their group and the teacher, students create a model/diorama depicting the life of a selected person (priest, nun, habitant, habitante, Seigneur, Courier du Bois, Iroquois male or female) in New France Materials: -internet access to Virtual Tour of New France, Historic map of New France Additional Planning Notes: -ensure stage 1 and 2s are blended into appropriate groups and have support -adjust assessments to reflect inclusion of ELLs

Level 1 Level 2 Level 3 Level 4 ESL Stage 1 Understanding of Concepts – shows minimal understanding with teacher support – shows limited – shows understanding of many understanding of all or almost all Inquiry/Research Skills and Map and Globe Skills –with substantial assistance –with some guidance Communication of Required Knowledge – uses a few with substantial support – uses/applies some with support – uses/applies much of with support – uses most or all of with support Application of Concepts and Skills –shows minimal understanding even with support –shows some with support –shows clear with support –shows good understanding with support

Level 1 Level 2 Level 3 Level 4 ESL Stage 2 Understanding of Concepts – shows minimal understanding with teacher support – shows limited – shows understanding of many understanding of all or almost all Inquiry/Research Skills and Map and Globe Skills –one or two with substantial assistance – a few with substantial assistance –some with some guidance – all or almost all with some guidance Communication of Required Knowledge -communicates using limited with support -communicates using a few with support – communicates using some with Application of Concepts and Skills –shows minimal understanding, even with support –shows some understanding with support –shows clear understanding, with support –model shows good