1. 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

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

3. 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

4. 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