Learning Plan: ELEMENTARY & SECONDARY1

Student Alessia Rossi Co-operating Ms. Sheryl Cree

Teacher Teacher(s)
Date 5/20/2022 Start/End 11:25-12:25 Room 211
Time

Title of lesson Superbuns! Kindness Is Her Superpower Grade level Grade 2- Cycle 1
Subject English Language Arts Topic Kindness
Relevance The students will be learning about kindness. It is important for the students to understand
what this means, as they will foster better relationships with one another and work as a
community of learners in the classroom. Seeing as it is the end of the year, the students still
need to work on empathy and compassion for one another. There are a lot of behavioural
issues within the classroom.
Materials/Resources 1. Superbuns! Kindness Is Her Superpower, by Diane Kredensor
Required 2. Blank piece of paper with heart in the middle
3. Pie stencil for the students to write up their recipe for kindness
4. Accompanying power point to teach the lesson
QEP Subject Area Competency 1: To read and listen to literary, popular and information-based texts
Competencies The students will be listening to the story, Superbuns! Kindness Is Her Superpower, by Diane
Kredensor. The students will answer questions if the teacher asks any inferring questions
throughout the story.

Competency 2: To write self-expressive, narrative and information-based texts

The students will be writing about their own pie and its recipe. They need to include which
elements they need to include in the pie for it to be loaded with kindness.

Competency 4: To use language to communicate and learn

The students will be actively communicating with the teacher and their peers on what kindness
means. They will be communicating appropriately and ensure to use proper terminology when
speaking about kindness.
Learning Objectives The students will recognize what kindness means and why we should be nice to our friends.
They will invent and produce a recipe for kindess after the book is read. They will showcase
empathy when talking about kindness and the negative affects unkind words have on our
peers.
Essential Question(s) What is kindness?
What does it mean to be unkind?
What affects does not being kind have on our peers?
Do we think that it is nice to be mean to our friends?
What is your favourite type of pie?
What is a recipe?
What is empathy?

Lesson Introduction (hook): Student will know:

Timing Crumpled paper exercise: -The students will know what kindness

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 (10 -I will have a blank piece of paper with a heart in the middle means
minutes) -I will cut out the heart and ask the students if they think it is -The students will know what the story is
beautiful about after the initial reading
-I will ask the students what they think happens when we -The students will know that kindness
say mean things to the heart should be practiced every day
For example:
“I don’t want to play with you”  Crumple a side of the
paper
“I don’t like what you are wearing”  Crumple another side
of the paper
“I think your hair looks funny”  Crumple the bottom of
the paper
-Once the entire paper is crumpled up, I will ask the students
to say kind words to the heart and uncrumple it
-Once it is somewhat flattened out, I will ask the students
what they see
-I will ask them what they think it means for the student they
are being mean to and even if the paper is flattened out, their
words have an impact on the heart/shape
For example:
“Do we think this person is very happy?”
“How do you think these words make them feel?”
“Instead, what should we be to our friends?”
-Usher the students to look at the kindness chart in the
classroom and talk about what kindness means
Development (Learning activities – step by step Students will understand:
sequential procedure): -The students will understand that it is
important to practice kindness
-They students will understand that it is
important to be nice to our peers and not be
mean
-The students will demonstrate positive
behavior
The students will make connections when
they were mean and/or if someone was
mean to them

Step 1 (10 minutes): Red the story, Superbuns! Kindness Is Students will do:
Her Superpower, by Diane Kredensor. Ask the students -The students will be able to practice
questions based on the reading (i.e., rhetoric, open or loaded kindness
questions). -The students will foster better relationships
with their peers
Step 2 (10 minutes) power point shown here: Explain to the -The students will want to be kind to their
students that they must create their own pie recipe for friends
kindness. In this recipe, they need three different ingredients Cross Curricular Competencies:
to create their pie. They must write in full sentences with Competency 1: Uses information
proper punctuation and capital letters. The students are gathering information
about kindness and using this information to
Step 3 (25 minutes): I will distribute the pie stencil. The use. They are relating kindness to their
students will have the rest of the period to write up their pie experiences at school and home. They are
recipe. coming up with kindness recipes.
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 Competency 3: Exercises critical judgment
The students are expressing their opinion on
kindness, forming an opinion on what
kindness means to them and qualifies their
position with the writing exercise.

Competency 5: Adopts effective work

methods
The students are considering all aspects of
what they were asked to do. They are
completing the writing activity and
analyzing their work.

Competency 9: Communicates
appropriately
The students are managing their
communication process, as they raise their
hand and wait their turn to speak. They use
appropriate modes of communication and
are familiar with different modes of
communication (i.e., verbal and non-verbal).
Broad Areas of Learning:
Citizenship and community life:
The students understand the importance of
rules of social conduct and democratic
institutions. They are aware that they are a
part of a larger school community and must
expand their kindness to everyone in the
school. To add, they are peaceful in their
undertaking of everyday tasks and within
the classroom.

Health and well-being:

The students are recognizing the
consequences of health and well-being and
their personal choices. They are
understanding what kindness means and
why it is important to be kind to their peers.
Universal Design for Learning/
Differentiation/
The students will be given a flexible seating
option during the reading of the story. They
can stay on their chairs or chose a
comfortable place on the floor/ stools.

Within the accompanying power point, there

will be an example of Ms. Alessia’s recipe
for kindness and a word bank for the
students to chose from to write up their
recipe.
___________________________________
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 EDI_considertations
I will ensure to include all students and
different types of people within the lesson
(e.g., mom, dad, grandparents, friends,
cousins, strangers etc.). No one is left out
and is not deserving of kindness.
Closure (transition): 5 minutes FORMATIVE - Assessment FOR
learning:
I will ask the students if they enjoyed the lesson and what -The students are listening to the story book
they understood by it. Also, if any of the students are -They are being assigned a writing activity
already done, I will ask them to read their recipe out loud to FORMATIVE - Assessment AS learning:
their peers. -The students will monitor their writing and
correct any spelling and/or punctuation
before they are finished (I will remind them
of their capital letters and punctuation).
SUMMATIVE - Assessment OF learning:
-I will collect and ensure that the students
met the writing assignment objectives.
Further considerations:
For the hook, I could have asked all of the students to do the crumpled exercise with me. I feel like this would make it a
lot more powerful and they would understand that it is their hearts being affected by the words of others.

Reflection:
Once the lesson was over, I wondered if I provided the students with enough time. Perhaps the hook could have been
spoken for a bit longer. I would want the students to really understand why kindness is important. There are a lot of
behavioural issues in the classroom that I am working in. Therefore, id want the students to understand this concept
before the school year is done and they go onto grade 3. Overall, it is important to listen to the students and hear what
they have to say. A lot of them enjoy contributing and providing personal anecdotes of situations (good or bad acts of
kindness/unkindness).

Professional Competencies:
Professional competency 2: Master the language of instruction
I spoke with proper language and communication during the duration of the lesson.

Professional competency 3: Plan teaching and learning situations

I was able to facilitate and plan the lesson. I ensured that it was age appropriate and met the objectives of the English
Language Arts competencies for Cycle 2.

Professional competency 4: Implement teaching and learning situations

I was able to implement the lesson in an appropriate manner. I used various classroom management techniques to
ensure that the students stayed on task and/or if they got too loud. I walked around the room as they were writing their
recipes for kindness and provided help along the way.

Professional competency 5: Evaluate learning

I was able to develop a learning situation where the students were able to take the knowledge I provided to them and
produce a piece of writing.

Professional competency 6: Manage how the class operates

I was able to control the classroom and have the students listen to instruction during pertinent times.

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 Professional competency 7: Take into account student diversity
I was able to differentiate my lesson for students who are unable to sit down at their seats when listening to a story and
provided a word bank for students who need additional support when writing.

Professional competency 8: Support students’ love of learning

I chose a topic that is easily understood and relatable. I made the lesson fun, engaging and personal to every students
ideal of kindness. This allowed for the students to love what they were doing and wrote out for the recipe.

Professional competency 9: Be actively involved as a member of the school team

I actively worked with my CT to ensure that the lesson was appropriate for the grade level and something that they
would enjoy doing. I also spoke with another student-teacher at the school to have her input on my lesson.

Professional competency 11: Commit to own professional development and to the profession
After the lesson, I took the time to reflect on my professional development and lesson plan.

Professional competency 12: Mobilize digital technologies

I used a power point for my lesson. I displayed an example for the students to follow and had a word bank of words for
the students to refer back to if they needed inspiration and/or help writing.

Professional competency 13: Act in accordance with the ethical principles of the profession
I acted and behaved in a respectful manner. If the students were talking too loud, I used various classroom management
skills to bring them back to focus.