Lesson Plan Template

Name: Jennifer Resko Subject(s): Religion Grade: 12

Lesson Title: Mapping Ethical Experience: The importance of communication and language, and the
importance of character and ones body.

Curriculum Connections

Overall Expectations:
Identify the main features of a Christian anthropology (CCC 127-174, 1700-1729) and
examine the human search for meaning and purpose;
Evaluate the contributions of philosophy and the sciences to a Catholic understanding of
ethics and morality;
Apply a contemporary understanding of conscience to the process of conscience formation
and moral decision-making;
Apply Church teaching to contemporary ethical and moral issues.

Specific Expectations:
Describe the stages of the human life cycle with particular attention to cognitive, moral and
faith development and compare stage theories with their own life experience;

Distinguish between ethics and morality using real life situations as examples.

Learning Goals:
In todays class students will identify what the importance of communication and language
are.
Students will also identify what the importance of character, and ones body are.
Students will describe their experiences of communication and language in the school, and
how they identify with it.
Students will demonstrate their ability to apply the knowledge they have learned through a
group activity.
Students will demonstrate and draw symbols of slang words that they can connect to the
lesson on why language and communication is so imperative.
Students will also demonstrate their abilities and knowledge on the topic through the
presentations.
Assessment & Evaluation
SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES: ASSESSMENT STRATEGY:
I would do this section with my class. I What will you focus your assessment on? Are
have watched my mentor teacher do it in you looking at the product or process,
class this past week and it works metacognition skills etc.?
wonders! o Assessment of Assessment for
learning Learning: This will be
o Assessment demonstrated through
for learning the group activity. The
o Assessment students will portray
as learning their knowledge on the
topic, through their
drawings and
explanation. Students
2015 A.Tolton
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch
 will also demonstrate
where they are at with
the material through
the group presentation.
It will also be accessed

Assessment as
Learning: This will be
demonstrated through
the group work.
Students will be having
a discussion about the
importance of
communication and
language. They will
also come up with
slang symbols/words
that they can identify
with as a school/class.
ASSESSMENT TOOLS: SOCIAL JUSTICE FRAMEWORK::
o Anecdotal: The teacher will be observing o Self Love and Knowledge: This is
the students, and seeing who is important in every lesson. Students
participating in the group work, and small should always feel like they can voice
group discussions.
their opinion. The classroom will be a safe
o Rating Scale
environment, where students can apply
o Checklist: The teacher will also use a
checklist to see who is doing what in their their knowledge.
small groups. o Respect for Others: Students must at all
o Rubric times respect each other. Even if they do
o Other not agree with something, they can argue
it in a nice, respectful manner.
MULTIPLE INTELLIGENCES:
o Spatial/Visual: Students will be able to
demonstrate their knowledge through the
activity here they are asked to draw
symbols that they can identify with.
o Linguistic/Verbal: Students will be able
to use this intelligences through there
discussion with their group members, and
through the class presentation.
o Musical
o Intrapersonal: Students will be able to
use this intelligence when they are
thinking to themselves through the exist
cards.
o Interpersonal: Students will be able to
use this intelligence by communicating
with one another in their groups.
o Logical/Math
2015 A.Tolton
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch
 o Bodily Kinesthetic
o Naturalist
ACCOMODATIONS/ MODIFICATIONS:
o decreased workload
o peer tutoring: In the classroom peer tutoring
is always an important thing. There are
students who are paired up to help other
students.
o increased time: The students will have extra
time in the next class to present their work if
they did not get a chance to do so.
o different mode of response: There is a
student in the classroom that does not feel
comfortable presenting in front of the whole
class. There task is to draw a picture, and
write a reflection.
o visual aid/manipulatives
o use of a timer
o technology
o teacher assistance: I will always be walking
around assisting the students in any way that
I can, before, and after classes.
o other

Prior Learning
Prior to this lesson, students will have:
- Students will have prior knowledge on the conceptual framework.
- Students will also have prior knowledge on the self in search of God.
- Students will also have prior knowledge on the importance of others, and the importance of
having direction in life.

Materials and Resources

- YouTube Video: https://www.youtube.com/watch?v=rYez7t4KuMg
Time Steps/Activities

Establish a positive learning environment

Connect to prior learning and/or experiences
Setting the context for learning

10- Step One: Start off the class by showing the students the - YouTube Video
15min YouTube video. This video talks about how slang words - Think, Pair, Share
create a different language, and communication in itself.

Step two: Ask students to find a pair, and to discuss the

video for a few minutes with these questions in mind: How
does it relate to their culture today? This engages students
because it enables them to talk about their own
experiences.

Questions to keep in mind: What does this video say about

language and communication? What does it say about
2015 A.Tolton
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch
 slang words? Do you agree that language can create its
own culture, why?

Step Three: Ask pairs to share their answers with the class.
Introduce new learning or extending/reinforcing prior to learning
Provide opportunities for practice and application of learning (guided/independent)

35- Step Four: Teach the classroom about the material on Mind Map
40min communication, and language, and the importance of ones
body. Authentic questions:
Students will get the
Step Five: Create a mind map on the board, and ask opportunity to ask questions
students to mention words that they can associate with about the topic that the other
communication/language. students must answer. No help
from the teacher.
Step Six: Teacher will give students a few minutes to come
up with one question in regards to the material that they Group Activity: Students will
learned. Instead of the teacher answering the material; the be given chart paper and
students must answer their peers questions. markers.

Step Seven: Students will be asked to get into group of Presentation: Questions to
five. They will be asked to think of one-two slang words or keep in mind for presentation:
experiences that they have in common in the school or How can words/experiences
classroom. They should draw a symbol and write a create a culture in itself? How
description. does the work we just created
in this class show a shared
Step Eight: Students will present on what they have came language and communication?
up with. This is done so that students can see what other
groups have come up with, and how shared experiences,
and language work.
Helping students demonstrate what theyve learned
Providing opportunities for consolidation and reflection

10min Step Nine: Give students five-ten minutes to do the 3-2-1 3-2-1: This is a writing activity.
activity. This activity will enable the teacher to see what the The students need to write
students got out of the lesson, and what needs to be three terms they just learned.
addressed in the next lesson. They have to write two ideas
they would like to learn more
about, and one concept or skill
they think they have mastered.

3min Next Steps

Let students know that the presentations will continue

tomorrow in the beginning of the class.

2015 A.Tolton
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch