1

Lesson Plan 1: Who and Why Did They Settle?

SECTION I. Lesson Data
A. Teacher Candidates First & Last Name: Ayse Matay
B. Subject/Content Area: Social Studies
C. Grade Level: Ontario 3 & New York 5
D. Unit Topic: Heritage and Citizenship: Early Settlements in Upper Canada (1780-1850)
E. Duration of the Lesson: 40 minutes
F. Materials for the lesson:
- Handout Who were the Early Pioneers?
- Handout Who were the Early Pioneers? Fill in the Blanks.
- Handout Pioneer Word Search
- Video about Canadian Pioneer Settlers (5-10 minutes)
SECTION II. Instructional Process
A. Standards
Ontario Expectations:
By the end of the unit students will be able to describe the life of Pioneer people and the
differences and similarities between then and now.
Ontario Standards:
Standard Strand: Heritage and Identity: Communities in Canada, 1780-1850
Grade: 3
Topic: Different Groups and Communities in Canada
Item Number and Statement: A1. Compare ways of life among some specific groups in
Canada around the beginning of the nineteenth century, and describe some of the changes
between that era and the present day.
New York State Expectations:
By the end of the unit students will be able to recall various Canadian settlers and the reason they
came and how they lived on the land.
New York State Standards:
Standard Strand: Early Peoples of the Americas
Grade: 5
Topic: Early peoples living together in settlements developed shared cultures with customs,
beliefs, values, and languages that give identity to the group. These early peoples also developed
patterns of organization and governance to manage their societies.
Item Number and Statement: 5.1c. Students will select a Canadian group and show how hey
adapted to and used the environment and resources to meet their basic needs.

B. Central Focus
Students will have an introduction to the settlement of pioneers coming into upper Canada.
C. Objectives
- Teach students who the Pioneers were and why they came to Canada
- Students will be able to discuss the reason Pioneers came into Canada
- Students will be able to sight words and fill in the blanks
D. Assessment Plan
After the assignment is complete the teacher will have a class discussion about what the students
just read. He/she will ask questions without directly referring to the reading to assess if they
understood what they read.
E. Opening/Anticipatory Set
The teacher will open the lesson with a brief video. The teacher will say, I am going to show
you all a video today and I want you to relate the way the people are dressed and their
community to your own. Without any introduction to Pioneers the teacher will show the video
to the students. After the video she will ask the students if there was anything interesting that
stood out to them (ex. The students clothing, school, village, jobs etc.). After the discussion the
teacher will introduce the Pioneers by saying In the year 1780 there were Pioneer settlers who
travelled and settled into Canada. This is when the activities will follow and the remainder of
the lesson.
F. Main Body/ Procedure
- Begin by showing students a short video clip about Canadian Pioneers.
- Start a discussion asking if they know about what they just saw and if anything stood out to
them.
- After the discussion introduce to the class that the new topic is Canadian Settlers in Upper
Canada.
- Handout, Who were the Early Pioneers? telling students to read it independently.
- After everyone has finished read the handout together asking for volunteers to read and discuss
each paragraph as a group.
- Handout Who were the Early Pioneers? Fill in the Blanks asking students to look at the
previous handout to find the word that go into the blank.
- Take up the assignment as a class.
- Discuss the handout as a class. Ask students what they look forward to learning about in the
unit.
- Handout Word Search to be completed independently.
G. Closure/Ending
The teacher will summarize the activities together as a class to ensure understanding.

SECTION III: Reflection

1. Culturally Responsive Teaching
The teacher will employ culturally responsive teaching throughout the entire unit. Students will
have to respect the practices and beliefs of the people under study. The teacher will respect and
listen to all students responses as long as they do not offend and discriminate against others.
The lesson takes a range of instructional strategies which first begins with a visual presentation
by allowing the students to visually watch a video and discuss what they observed as a class. For
interpersonal learners readings are provided for them to read and complete independently.
However, the students who are interpersonal and work better in a group can be delegated
accordingly and appropriately by the teacher.
2. Accommodations
The teacher will provide visuals about the unit as well as handouts. For the students who need
more assistance it will be provided accordingly. The teacher will consistently rotate around the
classroom to make sure that each student is following the task and is acquiring the knowledge.
3. Prerequisite Skills (2-3)
In order to complete the readings students will need to be able to read academically and acquire
text independently. Additionally, they will need to be able to sight words in order to complete the
word search.
4. Anticipated Misconceptions
The students may not understand what it is they are watching and they may not know what to be
looking for in the video that is first shown. They may not understand the concept and
information on the YouTube clip. There are several terms throughout this lesson and the teacher
will provide several examples of each term to ensure students understand.
5. Academic Knowledge
The students will be provided with handouts that centre on specific terminology and the teacher
will provide an example of each term for the students to comprehend. The teacher will
continually ask what certain terms mean throughout the lesson to ensure that students remember
and know what they mean. The students will also take the words home to become familiar with
the words further.

NAME: ____________________________

DATE: _______________________

Who Were The Early Pioneers?

Many years ago North America was first visited by many
explorers from France, England and Spain. They were
searching for a better route to the Indies and Asia. They were
also seeking gold. The only valuable items found were furbearing animals, plenty of fish and very knowledgeable Native
People.
The tales of this new, unsettles land soon reached the ears of
many people who were longing to have their own home or their
own farm or their own business. During the 1800s, Europe and the British Isles had become
very overcrowded, land for farming was disappearing and jobs were difficult to find.
At the same time, there was a potato famine in Ireland and many Irish people were
starving and became so ill from diseases that they died. Many Irish peasants were being
forced from their home by wealthy landlords. Their homes were completely destroyed leaving
the peasants with only their own personal belongings and no where to live.
In England and Germany, groups of people were being persecuted for their religious
beliefs and they were being driven from their home. They chose to come to North America
where they could practise their beliefs freely.
Sailing ships carried the new pioneers to North America across the cold, stormy Atlantic
Ocean. Poor people could only afford steerage accommodation on the ships. They were kept
below deck in the old for the entire trip. In the steerage area, people had to sleep in berths
and use their chests and trunks for tables and seats. This area became very dirty and smelly.
The people were often bored as they had nothing to do.
A journey to the new land was not always a
happy one. The trip may last twenty days or three
months depending upon the weather. Many people
never reached their destination as they died from
diseases such as cholera or scurvy. Scurvy is a
disease caused by the land of fresh fruit and
vegetables in ones diet. The rough waters and the
rolling motion of the ship often made passengers
seasick.
These early pioneers were ready to deal with all the hardships they would experience.
They would have to put all their skills and knowledge to good use and in new ways to suit
their new country.

NAME: ____________________________

DATE: _______________________

Who Were The Early Pioneers?

Many years ago North America was first visited by many __________ from France,
England and Spain. They were searching for a better _______ to the Indies and Asia. They
were also seeking gold. The only valuable items found were fur-bearing animals, plenty of
fish and very knowledgeable Native People.
The tales of this new, unsettles land soon reached the ears of many people who were
longing to have their own home or their own farm or their own business. During the 1800s,
Europe and the British Isles had become very overcrowded, land for __________ was
disappearing and jobs were difficult to find.
At the same time, there was a potato _________ in Ireland and many Irish people were
starving and became so ill from diseases that they died. Many Irish _________ were being
forced from their home by wealthy landlords. Their homes were completely destroyed leaving
the peasants with only their own personal belongings and no where to live.
In England and Germany, groups of people were being persecuted for their religious
beliefs and they were being driven from their home. They chose to come to North America
where they could practise their beliefs freely.
Sailing ________ carried the new pioneers to North America across the cold, stormy
Atlantic Ocean. Poor people could only afford steerage accommodation on the ships. They
were kept below deck in the old for the entire trip. In the _________ area, people had to
sleep in _________ and use their chests and trunks for tables and seats. This area became
very dirty and smelly. The people were often bored as they had nothing to do.
A journey to the new land was not always a happy one. The trip may last twenty days or
three months depending upon the weather. Many people never reached their destination as
they died from diseases such as cholera or _________. Scurvy is a disease caused by the
land of fresh fruit and vegetables in ones diet. The rough waters and the rolling motion of the
ship often made __________ seasick.
These early pioneers were ready to deal with all the hardships they would experience.
They would have to put all their skills and knowledge to good use and in new ways to suit
their new _______.

NAME: ____________________________

a r f d

DATE: _______________________

s s z g c n e s

g o g h h i n e u y x t
h u q t w i e g r t p n
j t r p m o i a u y l a
me n r

s c u r v y o s

b d a u h g f e d s r a
i f a m i n e e t a e e
c g d w p h j t k l r p
j u p i

s s g s t i s o

p a s s

e n g e r s b p

v b n f

x y r t n u o c

WORDS
berths
route
passengers
country
peasants
ships
scurvy
explorers
famine
farming
steerage

Lesson Plan 2: The Pioneer Village- Labour

SECTION I. Lesson Data
A. Teacher Candidates First & Last Name: Ayse Matay
B. Subject/Content Area: Social Studies
C. Grade Level: Ontario 3 & New York 5
D. Unit Topic: Heritage and Citizenship: Early Settlements in Upper Canada (1780-1850)
E. Duration of the Lesson: 60 minutes
F. Materials for the lesson:
- Pioneer Occupations handout for each student
- Think about it! Pioneer Occupations handout for each student
- Write the occupation under the picture handout for each student
- Draw what you want to be handout for each student
SECTION II. Instructional Process
A. Standards
Ontario Expectations:
By the end of the unit students will be able to describe the life of Pioneer people and the
differences and similarities between then and now.
Ontario Standards:
Standard Strand: Heritage and Identity: Communities in Canada, 1780-1850
Grade: 3
Topic: Different Groups and Communities in Canada
Item Number and Statement: A1. Compare ways of life among some specific groups in
Canada around the beginning of the nineteenth century, and describe some of the changes
between that era and the present day.
New York State Expectations:
By the end of the unit students will be able to recall various Canadian settlers and the reason they
came and how they lived on the land.
New York State Standards:
Standard Strand: Early Peoples of the Americas
Grade: 5
Topic: Early peoples living together in settlements developed shared cultures with customs,
beliefs, values, and languages that give identity to the group. These early peoples also developed
patterns of organization and governance to manage their societies.
Item Number and Statement: 5.1c. Students will select a Canadian group and show how hey
adapted to and used the environment and resources to meet their basic needs.

B. Central Focus
Students will learn about various occupations at the time and what they careers entailed.
C. Objectives
- Students will be able to identify and state what occupations entailed
- Students will be asked to reflect on their dream careers
D. Assessment Plans
The teacher will collect all students work in order to assess their understanding about the reading
and see if they understand what each occupation entails. By asking students to draw their own
dream occupation the teacher will be able to assess if the students comprehend what an
occupation is.
E. Opening/Anticipatory Set
The teacher will ask students, What is an occupation? at which they will answer a job.
Therefore, the teacher will ask the students to state various occupations in their community (ex.
police officer, firefighter, doctor, teacher etc). Then the teacher will state that in the Pioneer days
jobs were very different For example, a male teacher was called a schoolmaster and a female
teacher was called a schoolmistress. As you can see the names for occupations were different as
well. At which, the teacher will then handout the activites for students to learn about the topic
further.
F. Main Body/Procedure
- Handout Pioneer Occupations reading and have students read independently
- Discuss the reading as a group
- Handout Think about it! Pioneer Occupations handout and have the students fill it in with a
partner
- Take up the handout as a class
- Handout Write the occupation under the picture to be completed independently
- Collect and mark to assess comprehension
- Handout Draw what you want to be. to be completed independently
G. Closure/Ending
The teacher will handout Draw what you want to be and the students will reflect on what
their dreams are with a fun activity. They have to draw a picture and then fill in the blanks
underneath the space provided.
SECTION III: Reflection
1. Culturally Responsive Teaching
The teacher will employ culturally responsive teaching throughout the entire unit. Students will
have to respect the practices and beliefs of the people under study. The teacher will respect and
listen to all students responses as long as they do not offend and discriminate against others.

The lesson takes a range of instructional strategies which first starts of visually by allowing the
students to visually watch a video and discuss what they observed as a class. For interpersonal
learners readings are provided for them to read and complete independently however, the
students who are interpersonal and work better in a group can be delegated accordingly and
appropriately by the teacher.
2. Accommodations
The teacher will provide easy to read readings about the lesson, then comprehension questions
about the reading that will allow students to understand the reading further. For visual learners,
picture references are provided to allow them to picture the profession visually. Additionally, at
the end of the unit they will reflect on their own wants challenging them to select a profession
they want for themselves in the future.
3. Prerequisite Skills (2-3)
The students will need some knowledge about various occupations throughout the community
and what that occupation entails. In order to fulfill the other activities the students must be able
to skim the text to find the correct answer.
4. Anticipated Misconceptions
Students may misunderstand what the profession entails because they may not understand the
terminology used for example a Wheelwright makes wooden hubs. If the teacher does not
provide explanation then they will not be sure what the profession really is because, they may
not know what a wooden hub is.
5. Academic Knowledge
The students will be provided with explanations about occupation words that are provided
throughout the text. The examples and explanations will be provided verbally and they will have
to understand these words in order to complete the rest of the activities.

10

NAME: ______________________

DATE:_____________________

Pioneer Occupations
Did you know an apprentice was someone learning a trade? Many tradesmen would
take on a child apprentice to teach them a trade. Apprentices learned on the job. It
usually took four to seven years of training to become a tradesman such as a
blacksmith or a wainwright. Here is a list of some early pioneer
occupations.
Blacksmith
Did you know the blacksmith had the important job of fitting
oxen and horses with iron shoes? Iron shows kept the hooves of
these working animals from wearing away. The blacksmith also
made iron tools like hoes, rakes, spades, scythes and sickles.
Other items the blacksmith crafted included sleigh runners,
plows, nails, knives and even guns.
Wainwright
Did you know wainwrights were carriage makers? They built the top part of
carriages, wagons, sleights and coaches using hardwoods such as, oak and elm.
Wainwrights then hired other tradesmen like wheelwrights, blacksmiths, painters
and woodworkers to complete the rest of the carriage.
Wheelwright
Did you know wheelwrights crafted many sizes of wheels for carriages, wagons, carts,
and wheelbarrows? These wheels were constructed with wooden hubs, spokes and
rim. Then an iron ring called a tire was put around the outer part of the wheel to
make it sturdy.
Cooper
Did you know a coop is a kind of wooden container? The cooper in the village was
the person who made barrels and kegs to store liquids and dry items. Cooper also
crafted household items like pails, buckets, butter churns and wash tubs.
Shoemaker
Did you know the foot shapes that shoemakers carved were called lasts? The
shoemaker used a last to help shape a piece of leather into a boot or shoe. Lasts came
in three sizes: small, medium and large. Usually shoemakers made a childs pair of
shoes a bit big, so that a child could grow into them. To make the shoes fit; rags
would be stuffed into their shoes.
Harness Maker
Did you know harness makers were also called saddle makers? A harness maker was
someone who carefully crafted leather harnesses and saddlers for large animals like
cows and horses.

11

NAME: ______________________

DATE:_____________________

Think about it!

Pioneer Occupations
Write a sentence to tell about each of these pioneer occupations.
Blacksmith
____________________________________________________________________________________
____________________________________________________________________________________
Wainwright
____________________________________________________________________________________
____________________________________________________________________________________
Wheelwright
____________________________________________________________________________________
____________________________________________________________________________________
Cooper
____________________________________________________________________________________
____________________________________________________________________________________
Shoemaker
____________________________________________________________________________________
____________________________________________________________________________________
Harness maker
____________________________________________________________________________________
____________________________________________________________________________________

12

NAME: ______________________

DATE:_____________________

Write the occupation under the picture

13

NAME: ______________________

DATE:_____________________

Draw what you want to be

I want to be a ________________________________________________________.
Because ______________________________________________________________.
A ________________________ wears ______________________________________.
A ________________________ works ______________________________________.

14

Lesson Plan 3: Food

SECTION I. Lesson Data
A.
B.
C.
D.
E.
F.

Teacher Candidates First & Last Name: Ayse Matay

Subject/Content Area: Social Studies
Grade Level: Ontario 3 & New York 5
Unit Topic: Heritage and Citizenship: Early Settlements in Upper Canada (1780-1850)
Duration of the Lesson: 60 minutes activities/ 40 minutes poster presentations
Materials for the lesson:
Pioneer Life: Growing and Finding Food for each student
Thinking about Pioneers Life: Growing and Finding Food for each student
Bristol Board for each group
Coloured markers for each group

SECTION II. Instructional Process

A. Standards
Ontario Expectations:
By the end of the unit students will be able to describe the life of Pioneer people and the
differences and similarities between then and now.
Ontario Standards:
Standard Strand: Heritage and Identity: Communities in Canada, 1780-1850
Grade: 3
Topic: Different Groups and Communities in Canada
Item Number and Statement: A1. Compare ways of life among some specific groups in
Canada around the beginning of the nineteenth century, and describe some of the changes
between that era and the present day.
New York State Expectations:
By the end of the unit students will be able to recall various Canadian settlers and the reason they
came and how they lived on the land.
New York State Standards:
Standard Strand: Early Peoples of the Americas
Grade: 5
Topic: Early peoples living together in settlements developed shared cultures with customs,
beliefs, values, and languages that give identity to the group. These early peoples also developed
patterns of organization and governance to manage their societies.
Item Number and Statement: 5.1c. Students will select a Canadian group and show how hey
adapted to and used the environment and resources to meet their basic needs.

15

B. Central Focus
The students will learn about the importance of livestock and farming to providing and finding
food for Canadian Pioneers.
C. Objectives
- Students will be able to state the various foods pioneers ate and where they found/grew their
food
- Students will be able to put together a research poster telling the class the importance of
livestock on a farm
D. Assessment Plan
The teacher will collect and mark, Think about Pioneers Life: Growing and Finding Food in
order to assess comprehension. Additionally, the teacher will assign research posters for students
to complete with a group. Therefore, the teacher will assess their comprehension after the posters
are completed.
E. Opening/Anticipatory Set
The teacher will begin the discussion by asking the students about their favourite foods. Then the
teacher will take out a jar with milk in it and explain to the students that they are going to churn
butter. Each student will shake the jar several times and when it finally reaches the teacher it
should have turned into butter. This is when the teacher will explain, This is how Pioneers used
to find their food. They used to take advantage of the livestock by planting, growing and
producing their own foods. Then the teacher will hand out the activities for students to
complete.
F. Main Body/Procedure
- Handout Pioneer Life: Growing and Finding Food to have students read independently
- Discuss the reading as a class- probing questions like what is your favourite food? Do you
know what an Oxen is?
- Handout Thinking about Pioneers Life: Growing and Finding Food to students to do
independently
- Collect
- Assign groups of 3-4 depending on the class size to produce a poster talking about the
importance of livestock on a farm.
- Students will present then hand in their posters for assessment
G. Closure/Ending
The groups will do a presentation about the importance of livestock on a farm to the entire class.
Each group will be given a different topic. For example, one group will be given food found on a
farm, food grown, food produced etc.

16

SECTION III. Reflection

1. Culturally Responsive Teaching
The teacher will employ culturally responsive teaching throughout the entire unit. Students will
have to respect the practices and beliefs of the people under study. The teacher will respect and
listen to all students responses as long as they do not offend and discriminate against others.
The lesson takes a range of instructional strategies which first starts of visually by allowing the
students to visually watch a video and discuss what they observed as a class. For interpersonal
learners readings are provided for them to read and complete independently however, the
students who are interpersonal and work better in a group can be delegated accordingly and
appropriately by the teacher.
2. Accommodations
There are various activities that the teacher can accommodate for diverse learners. For the
reading portion, the students can either read independently or with a partner which should be
delegated by the teacher. The research poster will be done as a group allowing students to
visually see the importance of livestock and the reason farming was so important for pioneers.
3. Prerequisite Skills (2-3)
The students will need to know certain terminology so that they could use it in the activities and
in the research poster. They must know where the livestock grows/lives so that they can produce
the poster effectively. Therefore, the teacher will continually be there to assist students if they
need any help.
4. Anticipated Misconceptions
The things that pioneers ate, the way they lived and produced food is very different to what the
students may be used to therefore, they may not be able to comprehend the information provided.
5. Academic Language
The terminology utilized in this unit is academic however, the teacher will ask the class if there
are any words that the students did not understand and she will define it for them until they do. If
the teacher believes that there are words that should be given more attention to like, livestock
then the teacher will spend more time defining that word.

17

NAME: ______________________

DATE:_____________________

Pioneer Life: Growing and Finding Food

Did you know pioneers spent much of their time growing, and finding
food? Pioneers cleared land to grow crops like wheat, and corn.
Pioneers grew vegetable gardens with
things like cabbage and onions.
Pioneers raised livestock like sheep,
chickens and cows. Pioneers hunted
for wild animals like deer, bear, turkey,
and wild pigeons or fish. Pioneers also
picked wild berries, fruits, vegetables,
herbs and nuts. Honey, and maple
syrup was used to sweeten foods.
Planing crops took much time and great effort year round by the whole
family. First, the land was cleared. Second, seeds like wheat, oat, corn
and barely were planted. Third, pioneers
waited over time, hoping for a good mixture of
weather so their crops could grow. Fourth,
when ripe, the crops were harvested and
milled. Gardens provided pioneers with yummy
vegetables like potatoes, carrots and beans.
These vegetables were eaten fresh, stored or
preserved. Herbs like thyme, sage and dill were
also grown in the garden and gave food flavour
to food.
Pioneers raised livestock to provide food and other things for the
family. Pigs provided mean to make salted pork. The soft fat from the
pig called lard was used to make candles and soap. Cattle provided milk
to make butter and cheese. Oxen and horses were used to pull ploughs,
wagons, carriages and sleighs. Sheep provided meat and wool to make
yarn for clothing. Chickens provided eggs. Geese provided good feathers
to make soft pillows, and cozy mattresses.

18

NAME: ______________________

DATE:_____________________

Thinking about Pioneers Life: Growing and Finding Food

Use information from the reading, fill in the chart.
Types of
pioneers crops

Things grown in
a vegetable
garden

Types of
livestock

Names of
animals and
fish hunted by
pioneers

Things picked
in the wild by
pioneers

List six interesting facts you learned from the reading.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

19

Lesson Plan 4: School

SECTION I. Lesson Data
A. Teacher Candidates First & Last Name: Ayse Matay
B. Subject/Content Area: Social Studies
C. Grade Level: Ontario 3 & New York 5
D. Unit Topic: Heritage and Citizenship: Early Settlements in Upper Canada (1780-1850)
E. Duration of the Lesson: 50 minutes
F. Materials for the lesson:
- Pioneer School Time for each student
- Think about: Pioneer School Time for each student
- A School Day for each student
SECTION II. Instructional Process
A. Standards
Ontario Expectations:
By the end of the unit students will be able to describe the life of Pioneer people and the
differences and similarities between then and now.
Ontario Standards:
Standard Strand: Heritage and Identity: Communities in Canada, 1780-1850
Grade: 3
Topic: Different Groups and Communities in Canada
Item Number and Statement: A1. Compare ways of life among some specific groups in
Canada around the beginning of the nineteenth century, and describe some of the changes
between that era and the present day.
New York State Expectations:
By the end of the unit students will be able to recall various Canadian settlers and the reason they
came and how they lived on the land.
New York State Standards:
Standard Strand: Early Peoples of the Americas
Grade: 5
Topic: Early peoples living together in settlements developed shared cultures with customs,
beliefs, values, and languages that give identity to the group. These early peoples also developed
patterns of organization and governance to manage their societies.
Item Number and Statement: 5.1c. Students will select a Canadian group and show how hey
adapted to and used the environment and resources to meet their basic needs.

20

B. Central Focus
- Students will become familiar with the school system for pioneer students
- They students will learn about the differences between the schools from then and now
C. Objectives
Students will be able to state the differences and similarities of schools in the past and schools in
the present.
D. Assessment Plan
The teacher will collect the students work to assess their comprehension.
E. Opening/Anticipatory Set
The teacher will begin the lesson by telling the students they are going to watch a video about
pioneer students. She tells them, I want you to relate their school lives to your school while
watching it and then we are going to discuss. The students will watch the video and then they
will talk about it as a class. Then the teacher will handout the activities for the students to
complete.
F. Main Body/Procedure
- Handout Pioneer School Time to students to read independently
- Cover the reading together as a group
- Handout Think about: Pioneer School Time for students to complete
- Collect, mark and return
- Handout A School Day to the students to complete
- Collect, mark and return
G. Closure/Ending
The students will have the opportunity to look at a typical school day of a pioneer school child.
Then they will reflect of their own school day and write about it.
SECTION III: Reflection
1. Culturally Responsive Teaching
The teacher will employ culturally responsive teaching throughout the entire unit. Students will
have to respect the practices and beliefs of the people under study. The teacher will respect and
listen to all students responses as long as they do not offend and discriminate against others.
The lesson takes a range of instructional strategies which first starts of visually by allowing the
students to visually watch a video and discuss what they observed as a class. For interpersonal
learners readings are provided for them to read and complete independently however, the
students who are interpersonal and work better in a group can be delegated accordingly and
appropriately by the teacher.

21

2. Accommodations
The teacher will allow students to either work independently if the teacher knows they are
intrapersonal learners, or they work with a partner if the teacher knows the students work better
because they are interpersonal.
3. Prerequisite Skills (2-3)
Students will need to have the skills of making judgements and writing their personal responses
to questions. They will also need to be familiar with their daily school routines in order to fulfill
the activities.
4. Anticipated Misconceptions
Although the actions of the pioneer school teachers may not have been the best one it is still the
teachers responsibility to teach the lesson without any bias. The students need to respect the
actions of the past while also respecting others individual beliefs. The teacher must be prepared
to deal with situations where the students may state their opinions and beliefs openly. This is
where classroom management skills are extremely important.
5. Academic Language
Everyday language is used in this segment. The students will write about their daily school
routines therefore, the students must be familiar with this terminology.

22

NAME: ______________________

DATE:_____________________

Pioneer School Time

Did you know in early pioneer days children went to school
in a one-room schoolhouse? At first, many children did not
go to school and learned what they could from their
parents. Over time as villages grew, the community would
work together to build a schoolhouse.
Inside the one-room schoolhouse there were benches made
of wooden planks and narrow tables. This is where the
children sat. The teachers desk faced the students. In the
centre of the room was a lark boxwood stove or fireplace to heat the room.
Usually a student started the fire each morning. There was little else in the
schoolhouse. All the grades were in the same class.
A male teacher was called a schoolmaster. A female teacher was called a
schoolmistress. The families of the students paid the teachers salary.
Sometimes teachers were paid with money. Sometimes teachers were paid
with things made on a farm like a bag of flour
or cured ham. Sometimes teachers lived with
a family for a period as payment.
Teachers were very strict. Teachers kept a
birch rod or stick to whack childrens hands if
they did not listen. Students had to memorize
and recite everything they learned. The
teacher taught the three Rs: Reading,
riting and rithematic. This was another
way of saying reading, writing and math.
In early schools, students had a slate board and a slate pencil. Later on,
students wrote on paper using a quill pen. A quill pen was made from the
large feathers of a goose. A knife was used to sharpen the end of the quill to
make a point to dip into ink.
Students would at ten school six days a week. Some older students did not
attend school regularly so they could help with planting and harvesting on
the farm.

23

NAME: ______________________

DATE:_____________________

Think about: Pioneer School Time

Connect the phrases to make true sentences.
1. In the centre of the room was

with things made on a farm.

2. All the grades were

a slate board and a slate pencil.

3. A quill pen was made

was a large boxwood stove or fireplace.

4. In early schools, students had

in the same class.

5. Sometimes teachers were paid

from the large feathers of a goose.

Would you want to have attended school during pioneer times? Explain your
thinking.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

24

NAME: ______________________

DATE:_____________________

A School Day
1. EARLY MORNING

- get up early

- get dressed

- do chores (gather eggs, feed animals, get
wood, milk cows.)

- eat breakfast

- pack a lunch for school

- start out for school

3. SCHOOL

- teacher rings the bell

- line up (smallest to tallest, boys on one side,
girls on the other side) and go inside

- hang coats and hooks, put lunch pails on shelf

- song or prayer or pledge to flag/country,
attendance

- reading, penmanship (writing), arithmetic,
spelling

- lunch (wash hands first)

- recess / play outside

- dismissal (hurry home!)

2. GETTING TO SCHOOL

- walk

- ride horseback

- horse and buggy

- catch a ride with neighbours

- go by sleigh (or cutter) in the winter

4. BACK AT HOME

- do the chores

- have supper

- go to bed early if tomorrow is another school
day

Write about your own school day.

1. EARLY MORNING

3. SCHOOL

2. GETTING TO SCHOOL

4. BACK AT HOME

25

Lesson Plan 5: Past and Present

SECTION I. Lesson Data
A. Teacher Candidates First & Last Name: Ayse Matay
B. Subject/Content Area: Social Studies
C. Grade Level: Ontario 3 & New York 5
D. Unit Topic: Heritage and Citizenship: Early Settlements in Upper Canada (1780-1850)
E. Duration of the Lesson: 60 minutes
F. Materials for the lesson:
- Handout Thinking about: A Pioneer Village to each student
- Handout Comparing Pioneer Day Eating to Modern Day Eating to each student
- Handout Thinking about: Pioneer School Time to each student
SECTION II. Instructional Process
A. Standards
Ontario Expectations:
By the end of the unit students will be able to describe the life of Pioneer people and the
differences and similarities between then and now.
Ontario Standards:
Standard Strand: Heritage and Identity: Communities in Canada, 1780-1850
Grade: 3
Topic: Different Groups and Communities in Canada
Item Number and Statement: A1. Compare ways of life among some specific groups in
Canada around the beginning of the nineteenth century, and describe some of the changes
between that era and the present day.
New York State Expectations:
By the end of the unit students will be able to recall various Canadian settlers and the reason they
came and how they lived on the land.
New York State Standards:
Standard Strand: Early Peoples of the Americas
Grade: 5
Topic: Early peoples living together in settlements developed shared cultures with customs,
beliefs, values, and languages that give identity to the group. These early peoples also developed
patterns of organization and governance to manage their societies.
Item Number and Statement: 5.1c. Students will select a Canadian group and show how hey
adapted to and used the environment and resources to meet their basic needs.

26

B. Central Focus
Students will see the differences and similarities of the pioneer village, food and school of the
past and the present.
C. Objectives
Students will be able to distinguish the differences and similarities between the past and the
present.
D. Assessment Plan
The teacher will collect the students work to mark in order to assess their comprehension of the
material achieved throughout the unit.
E. Opening/Anticipatory Set
The teacher will begin the lesson by asking the students to each state the most interesting thing
they learnt throughout the unit. Based on the students responses the teacher will elaborate by
providing students with a quick recap of the lesson. The teacher will provide students
information about their field trip to, The Pioneer Village and their schedule when they go.
Later, the teacher will handout the activities for students to complete.
F. Main Body/Procedure
- The teacher will begin with a closure to the unit asking students questions like; what is
something interesting you learnt? and would you have liked to be a pioneer why or why not?
- Handout Thinking about: A Pioneer Village for students to complete
- Take up as a class asking for feedback and every students response
- Handout Comparing Pioneer Day Eating to Modern Day Eating for students to complete
- Take up as a class asking for feedback and every students response
- Handout Thinking about: Pioneer School Time for students to complete
- Take up as a class asking for feedback and every students response
G. Closure/Ending
At the end of the unit the students will be taken on a field trip to The Pioneer Village where they
will have to mimic the life of a pioneer student. They will travel the community, eat the food,
look at the occupations, and attend school. Therefore, they will live a day in the life of a
Canadian Pioneer.
SECTION III: Reflection
1. Culturally Responsive Teaching
The teacher will employ culturally responsive teaching throughout the entire unit. Students will
have to respect the practices and beliefs of the people under study. The teacher will respect and
listen to all students responses as long as they do not offend and discriminate against others.

27

The lesson takes a range of instructional strategies which first starts of visually by allowing the
students to visually watch a video and discuss what they observed as a class. For interpersonal
learners readings are provided for them to read and complete independently however, the
students who are interpersonal and work better in a group can be delegated accordingly and
appropriately by the teacher.
2. Accommodations
If the teacher sees that the class is having difficulty completing the handouts these are activites
that can easily be completed as a group during a class discussion where the teacher could write
the students responses on the board. Depending on the students need the teacher will
accommodate to meet them. If there are certain students having trouble with the activites the
teacher can assist them individually by answering their personal questions.
3. Prerequisite Skills (2-3)
The students will need to have gained the information discussed throughout the previous units in
order to complete these activites. Therefore, these activities are a recap of the entire unit. If the
student is unfamiliar with the knowledge then they will not be able to complete these handouts.
Additionally, this will allow the teacher to assess whether the students comprehended the
information or not.
4. Anticipated Misconceptions
If the students did not grasp some of the knowledge from one lesson they will not be able to
complete the handouts which may cause for misunderstandings in the classroom. The teacher
will provide multiple examples and assistance to students throughout this lesson to ensure
students are understanding the activites.
5. Academic Language
The students will have the opportunity to look back at their previous activities when completing
these assignments and they can also look at the terminology used. Throughout the lesson if the
teacher sees students are not understanding several verbal, visual and written examples will be
provided to students at which they will complete themselves.

28

NAME: ______________________

DATE:_____________________

Thinking about: A Pioneer Village

Compare the buildings found in a pioneer village to your community.

Buildings in a pioneer village:

Buildings in your community:

1. How is a pioneer village the same as your community?

________________________________________________________________________
________________________________________________________________________
2. How is a pioneer village different from your community?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

29

NAME: ______________________

DATE:_____________________

Comparing Pioneer Day Eating to Modern Day Eating

Meal

Pioneer Days
Food like:

Breakfast

Bread
Butter
Porridge

Lunch the
biggest
mean of
the day

Bread, butter and Jelly

Vegetables
Meat
Stew
Soup
Potatoes

Dinner

Fried Pork
Boiled Potatoes
Corn
Griddle Cakes
Dandelion Root Coffee

Snacks

Dried Apple Slices

Jerky
Pemmican
Fruit

Desserts

Pies

Modern Days
Food like:

In pioneer times almost all food was grown, and made from scratch. How have
grocery stores changed life in modern times?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

30

NAME: ______________________

DATE:_____________________

Thinking about: Pioneer School Time

Using information from the reading, and your own ideas will in the
chart.
Ways schools are the same

Ways schools are different