Lesson Plan #5

Name: Eleftheria Giannaris Date: November 18th, 2015

Subject: Health Education Grade: 2/3

Content (Topic):Tattling vs. Reporting

Instructional Strategies (Specific):Structured Overview, Listening and Viewing,

Outcome:

USC2.5: Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks

Indicators:

(g) Examine the importance of “reporting” versus being a “tattle” when identifying safety concerns.

Cross Curricula Competencies:ELA (using writing skills to broadcast learning of new information).

Adaptive Dimension:If students are struggling with the worksheets they can ask their neighbor for help or raise their hand for one of the teachers to come help.

If students finish early, I will have previously constructed a chart on the board (tattling vs. reporting) and the students can come freely write more examples on the board.

Preparation: (Equipment/materials/set-up)Photocopy and hand out worksheets.Get students to get their coloring boxes, scissors and glue.Prepare the smartboard for use and download the video.Open up the PowerPoint and have it ready to use.

Set (20 min):To introduce this lesson, a short movie called “I’m Telling a Tattlers Tale” will be shown in to engage and educate the students. This video looks at tattling versus reporting. It is approximately 16 minutes and shows a variety of situations where tattling happens and what should be done about it. The students are to observe and watch quietly at their desks and envision what they would do in each situation.

https://www.youtube.com/watch?v=QdIA173XF5k

After the video finishes, a PowerPoint presentation will follow the video. It is brief and it highlights the differences and the determining factors that separate tattling from reporting. It will consist of visuals and facts that can help establish a base for students when they are trying to decide if they should say something or not, in regards to unknown situations

Development (20 min):

After the PowerPoint is complete, the students will be handed a worksheet (there is a second one if time permits). This worksheet will allow the students to determine individually whether a situation needs immediate attention or is simply tattling. All work sheets will be explained thoroughly before they begin. The first worksheet is two columns with writing on the bottom. They are to cut out the words and paste them in the appropriate column, whether that is tattling or reporting. (Time permitting) The second worksheet is a number of picture squares with explanations underneath. In the same fashion the students will cut out the squares and past them on the corresponding pages that are either reporting or tattling. The students will be able to work on their worksheets until the class comes to an end.

Student Engagement/Classroom Managements Strategies:

Using normal and natural voice- keeping the tone of the class fun and calm without causing tension by raising our voices.

I will tell the students that this lesson will follow the same rules as guided reading and it is meant to be a quite, yet productive independent learning.

Using hand signals and other non-verbal methods of communication with the students- holding one hand in the air, asking them to “Give me 5” and making eye contact with students to quiet the class and get their attention for directions.

If children are being disruptive and not following directions, I will use the same give me five technique and specifically call out their names.

Some noise is allowed during this art activity- however with the use of gentle reminders, the students will keep the excitement and noise to an appropriate classroom level.

Professional development Plan (attach):

Professional Development Plan

Topic: Health Education Date: November 18th, 2015

Teacher: Tom MacCallum Observer: Tom MacCallum

1. Professional Target

Communication- to develop strong verbal and nonverbal communication skills

2. Steps to Achieve Target

We will speak clearly and loud enough so all the students can hear and understand.We will show great enthusiasm with our voices and body.We will avoid the use of slang and other Non-Standard English.

3. Instructions for Observer: (Be Specific) – Please comment on the following.

4. Data collection:

a) Times when my volume was not appropriate.

b) Times when my speech was not clear.

c) Times when I demonstrate enthusiasm (tone of voice, pausing, eye contact, intensity, facial expression, body language).

d) Times when I used Non-Standard English (guys, gonna, I seen, have went, etc.).