Learning Plan: ELEMENTARY & SECONDARY1

Guide dogs Grade Cycle 1 – Grade 1

Title of lesson
level
The following lesson is relevant because the students have researched different
animals, completed a research project (including appearance, diet, habitat, and
interesting facts), and created a hybrid animal. In this lesson, the students will be
applying knowledge from previous activities, such as how animals or pets help
Relevance
people, and from the video shown in class to write the responsibilities of guide dogs.

The lesson's objective is for the students to apply their knowledge from previous
Objective of the lesson
activities to write a guide dog's responsibilities. The students will have to listen to the
video shown in class and complete two sentences about a guide dog's duties. The
students will learn how to complete a sentence provided in the template. Lastly, the
students will develop their listening skills by applying the information they have
learned from the video to finish the sentences on their worksheet.
Resources Required Pencils, pencil crayons, video, and worksheet.
Competency 2: To write self-expressive, narrative, and information-based texts
Students will complete two sentences about the responsibilities of a guide dog (to use
writing as a system for communicating and constructing meaning).
QEP Subject Area
Competencies Competency 4: To use language to communicate and learn
Students will share their ideas, answers, and knowledge about animals from previous
lessons and videos during class discussions. At the end of the lesson, the students will
present a guide dog's responsibilities and how they help individuals who are visually
impaired.
Content focus English language arts, guide dogs, and sentence structure.
How does your animal make you feel?
How do animals help humans?
Essential Question(s) What are the responsibilities of a guide dog?
How do guide dog’s help people who are blind?
Lesson Introduction (hook): Student will know:
Timing
Students will know examples of how
1 minute
animals or pets can help people.
2 minutes Go over class rules
Students will know the needs and
Step 1: Prior to presenting the video, I will mention to wants of animals.
the students, “okay boys and girls, this morning I will
be showing a video. I want you to pay close attention to Students will know the needs and
4 minutes the message of the story.” wants of people.

Step 2: Present the video to the class: Students will know to include detail in
https://www.youtube.com/watch?v=07d2dXHYb94 a drawing.

Students will know simple punctuation

6 minutes (period at the end of a sentence), and
when to use upper and lower-case
letters.
1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
 Step 3: After watching the video, the students will
participate in a class discussion: Students will know simple adjectives.
o What was the message of the video?
o What did you see?
o What was the dog at school for?
o How did the dog help the lady?
o What happened in the end of the video?
o What is the job of a guide dog?
Development (Learning activities – step by step sequential Students will understand:
procedure):
Students will understand the
1 minute Step 1: Body break responsibilities of a guide dog.

6 minutes Step 2: I will continue the discussion by asking the Students will understand how to
students if they have ever seen a guide dog (eye-seeing complete a sentence.
dog) ? How do we know if a dog is a guide dog (they
5 minutes have a harness or bandana that says Mira – refer to the Students will understand the purpose
video). of a guide dog.

Step 3: I will show pictures of a guide dog from the Students will understand how to use
7 minutes
Mira website. Present some interesting facts. descriptive vocabulary.

Step 4: As a class, we will brainstorm a list of the jobs

of a guide dog (to help people who are blind, they are
the eyes of someone of a person who is blind) and some
5 minutes of their responsibilities (cross the street, go to the store,
go around obstacles).

Step 5: I will go over the instructions of the activity:

o The students will finish two sentences: “The job
of a guide dog is” and “one responsibility of a
guide dog is” the students will refer to the
Smartboard and choose from a list of
Step 6: 3 responsibilities of a guide dog that were shared
minutes during the class discussion).
Step 7 o The students will draw a detailed picture of a
and 8: 4 guide dog, helping a person.
minutes
Closure (transition):
Step 9:
remainder
of class Step 6: I will ask the students to re-explain the
time. instructions of the lesson.
Step 10:
the Step 7: Students will go back to their seats.
following
day. Step 8: I will hand out the worksheet and the students'
pencil cases.

Step 9: The students will complete the worksheet.

Step 10: The students will present what they have
learned to the class.

Students will do:

Students will engage in class

discussions.

Students will watch and listen to a

video.

Students will draw a detailed picture of

a guide dog helping a person.

Students will complete two sentences of

the responsibilities of a guide dog.

Students will present the

responsibilities of a guide dog to the
class.

Cross Curricular Competencies:

Competency 1: To use information

Students will apply their knowledge
from previous lessons, class
discussions, and the guide dog video to
write the responsibilities of a guide dog.

Competency 5: To adopt effective work

methods
Students will adopt effective work
methods to stay on task, such as
participating in class discussions, and
following the lesson’s rules.

Competency 9: To communicate
appropriately
Students will communicate
appropriately to share their ideas and
answers during class discussions.

Broad Areas of Learning:

Citizenship and community life
Students will follow the rules of the
classroom and respect their peers, the
teacher, and their environment during
the lesson. Students will use
cooperation strategies to communicate
and work effectively to complete the
assigned task.

Universal Design for Learning/ Differentiation:

SmartBoard – I will use the smartboard
to present and demonstrate information
(visual and auditory learners).

Video – I will use the video to present

information about guide dogs (visual
and auditory learners).

Class discussions – students can present

their current knowledge and share ideas
through class discussions.

Drawings and writing – students can

express their understanding of the task
through detailed pictures and full
sentences about their hybrid animal.

FORMATIVE - Assessment FOR learning:

The students will be evaluated based on

their presentation of their understanding
on guide dogs.

FORMATIVE - Assessment AS learning:

Class discussions: During class
discussions the students can express
and listen to the ideas of their peers.
SUMMATIVE - Assessment OF learning:

The evaluation will be based on their

worksheet. A rubric will be included.
 Rubric elements include:
o Overall understanding
o Detailed picture
o Presenting of information
o Spelling and sentence structure
Further considerations (follow up activities)

Reflection:
o Did I include enough body breaks?
o Did I use an effective hook to get the students attention?
o Are the instructions clear and simple?
Professional Competencies:
Professional Competency 4 – The following professional competency focuses on creating an active environment in
which the students can work together to solve meaningful problems using the appropriate resources and meet the
subject area competency's objectives. In the lesson, I supported my students learning by including whole-class
discussions, where I can ask student questions and provide feedback or assistance to encourage their understanding of
the topic.

Professional Competency 6 – The following professional competency focuses on integrating classroom management
and communication strategies to create a safe and active environment conducive to learning. In the lesson, I included
time slots to involve and communicate with the students about the lesson's expectations and the rules when using the
objects to ensure an efficient system for running the lesson.

Professional Competency 10 – The following professional competency focuses on actively cooperating with members
of the teaching team to design and develop different units/lessons to encourage student learning and promote the
mastery of subject area competencies. When designing the lesson, I cooperated with my CT to discuss the students'
current understanding of the topic (animals) and developed ideas to create form a student-centered lesson.