Lesson Plan: Life in New France

Multiple Intelligences: Flexible Grouping:

Individual

Pair

Mixed Groups

Homogeneous Group

Whole Class

Key Vocabulary:Fur Trade

New France

Habitant

Seigneur

Seigneurial System

Rotures

Church

Priests, Nuns

Courier du Bois

Haudonasonee/Iroquois

Key Visuals:•Virtual Tour of New France (http://www.civilization.ca/cmc/explore/virtual-museum-of-new-france/features)

•Historical Map of New France

Assessment For Learning:

Preassessment

Formative assessment

Summative assessment

Learning Expectation(s): Overall: identify key characteristics of economic, political, and social life in New France

Specific– use a variety of primary and secondary sources to locate relevant information about how early settlers met the challenges of the new land ( use a graphic organizer to construct a paragraph to compare and contrast the life of 2 different individuals in New France);– construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (working with a group, create a presentation for the class that 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)

ESL

ELD

Stage 1: with support, use key visuals to create a concept map that shows some key vocabulary and pictures of people and things relevant to Life in New France

Stage 2: with support, use key visuals and information to identify 11 key features of life in New France. Create simple

sentences to identify and explain each feature.

-with support, organize each feature statement to create a simple paragraph describing life in New France.

-with support, create a model/diarama depicting the life of a selected person (priest, nun, habitant, habitante, Seigneur, Courier du Bois, Iroquois male or female) in New France

Planning for Effectiveness

Unit: New France Strand: Inquiry/Research and Communication Skills

Activity: 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

ESL Stage 1 Level 1 Level 2 Level 3 Level 4Understanding ofConcepts

– shows minimalunderstanding with teacher support

– shows limitedunderstanding with teacher support

– showsunderstanding of many with teacher support

– showsunderstanding of all or almost allwith teacher support

Inquiry/ResearchSkills and Map andGlobe Skills

– identifies one or two of the key terms with substantial assistance

– identifies three or four of the key terms with substantial assistance

– identifies 5-7 of the key terms with some guidance

– identifies all or almost all of the key terms with some guidance

Communication ofRequired Knowledge

– uses a few learnedvocabulary words, bycopying and drawing with substantial support

– uses/applies some learnedvocabulary words, by labelling and drawing with support

– uses/applies much of the key vocabulary words, by labelling and drawing with support

– uses most or all of the keyvocabulary words, by labelling and drawing with support

Application ofConcepts and Skills

– concept map shows minimal understanding of Life in New France, even with support

– concept map shows some understanding of Life in New France, with support

–concept map shows clear understanding of Life in New France, with support

–concept map shows good understanding of Life in New France, with support

ESL Stage 2 Level 1 Level 2 Level 3 Level 4Understanding ofConcepts

– shows minimalunderstanding with teacher support

– shows limitedunderstanding with teacher support

– showsunderstanding of many with teacher support

– showsunderstanding of all or almost allwith teacher support

Inquiry/ResearchSkills and Map andGlobe Skills

– identifies and explains one or two of the key terms with substantial assistance

– identifies and explains three or four of the key terms with substantial assistance

– identifies and explains 5-7 of the key terms with some guidance

– identifies and explains all or almost all of the key terms with some guidance

Communication ofRequired Knowledge

-communicates usinga few learned phrases and sentencesand repeating somespecific vocabulary,with support to create a simple paragraph

-communicates using afew learned sentencestructures and specificvocabulary, withSupport to create a simple paragraph

– communicates usingsome learned sentencestructures and specificvocabulary, withsupport to create a simple paragraph

– communicates usinglearned sentencestructures and specificvocabulary to create a simple paragraph

Application ofConcepts and Skills

–model shows minimalunderstanding of Life in New France, even with support

– model shows someunderstanding of Life in New France, with support

–model shows clearunderstanding of Life in New France, with support

–model shows goodunderstanding of Life in New France, with support