DAYBOOK PLAN – SAMPLE (ELEMENTARY)
Learning Activities/ Reflections
Period/ Topic Expectations Differentiation/ Assessment Materials Consolidation Application
9:10 Mathematics Group A: Identify Provide peer Correct Group A: Student reaction to pictures Students play “Match Mine” Group A: Two assignments- 9:10
9:45 six uses of support for T while responses as a on board. Directed questions. to check each other’s list of textbook pages 69 questions 9:45
perimeter. he works in Group B large group. Group B: Self-directed. uses of perimeter; one group 1,2, 4 and 9; illustrate six
Group B: on self-directed Observation leads the class to create an uses or perimeter on one
Research on activity. anchor chart naming the six blank sheet of paper
internet (8 uses. (provided)
students) Group B: Continue with
9:45 Language Group A: Spell Provide basic list Group A: Group A: For pre-test, students work in Create a letter set for the Group A: self-directed. 10:00
10:00 Arts words accurately. words for M and P Observation pairs dictating words to each other. group of words on their list Group B: Share lists of words
Group B: Use list as they are new to Group B: Group B: Work in groups of three to and examine the different in groups of six.
words as a base Canada and ELL Facilitate sharing develop derivatives of list words. sounds of the vowels “e” in
to spell new learners of responses various list words.
words. among groups.
10:00 Language Write introductory Provide movie Collect best Begin with 60 second video clip of start Teacher makes a chart of Each student to write three 10:00
10:30 Arts sentences that buddies to M and P sentences and of a mystery movie (provided by the students’ responses to the intro sentences. Each student 10:30
arouse reader’s to support their record in educational department of Arts and question, “What then finds a partner who must
interest. observation and notebook (criteria Entertainment). Ask students to share characteristics of an opening prioritize the three sentences
writing. must match those memorable opening lines of a movie, line make it as good, better and best.
Allow them to that students TV show, book, play. memorable/famous? Students will then share
practice sharing on identified in the Question: How do people arouse “best” sentence with entire
tape before consolidation) interest? (question and responses on class (time permitting).
presenting their best experience chart paper)
10:45 Science 1. Identify bird Provide J with a key Video display of Introduce with “chicken bones in a Examine video and scanned 1. Draw flyways on provided 10:45
11:30 migration flyways role in the guessing birds that fly shoe-box” guessing game. Provide pages of information from map. 11:30
2. Write two game to capture and various flight students with advance organizer on reputable Science sources 2. Write reasons why birds
reasons maintain focus. paths next class. bird migration video (National that shows research methods know where to go.
explaining how Provide M and P Geographic). Show video. Elicit to help us understand bird
birds know where with scribes to responses to work sheet. Discussion on migration. Discuss why it is
to go when they complete how birds know where to go when they valuable for us to understand
migrate. worksheets with migrate. these migratory behaviours.
12:55 Language Listen attentively Provide a summary Introduce with “scary music”. Read Make predictions about what
1:10 Arts to novel. Predict buddy for M and P pages 110-116. Stop and encourage may happen in the next
what will happen so they understand students to predict… Continue reading reading and discuss
next. what has happened pages 117-121 but read no further until evidence to support ideas
in the story. tomorrow. and opinions.
1:10 Physical 1. Demonstrate Provide arm Observation Introduction: Movement activities Create anchor chart to Each group takes a turn to
1:55 Education body control. strengthening checklist (against involving different levels, speeds and identify criteria for what share routines with other
2. Demonstrate exercises for L who criteria as defined directions. would constitute a good group
creativity in a has a broken ankle on the anchor Do ice cube activity. routine.
“routine”. and cannot do the chart.) Skill: Large group demonstration of Note: Change arm
movement and roll three types of formal rolls. strengthening exercise for L
activities. Move into squads to practice and as other students work on
create a routine. Consolidation and
Application of rolls.
2:45 Social 1. State how Provide pictorial Individual Introduce with used car oil and water Examine and discuss 2:45
3:30 Studies people have descriptions of supervision with activity. Discussion of slides that focus interpretation of some slides. 3:30
exploited the Arctic exploitation written comments on mining, chemical pollution, oil Why are some 1. Create a list of how people
Arctic. for M and P, dual in anecdotal disasters, and whaling. sensationalized? have exploited the Arctic in
captioned in simple record book Provide students with summary of the the past.
English and in Antarctic Treaty, 1991 (six key 2. Explain the purpose of
Chinese. concepts) taken from Arctic and international use treaties.
Antarctic: The Changing World, ISBN 3. With a peer group, discuss
1-57145-122-6 and discuss role of the why preservation of Arctic
treaty. regions is vital.
DAYBOOK PLAN – TEMPLATE (Secondary)
Learning Activities/ Reflections
Period/Class Topic Expectations Differentiation/Materials Materials Consolidation Application
1. The causes Provide an area of the Post work on Show three-minute video Brief recap with Place the causes of
9:00 to 10:12 of WWI-part classroom where bulletin board. clip of assassination of key, educative the war in the
• Create a
Grade 10 History of the unit students can re-examine Students comment Archduke Ferdinand in questions on circles. Show the
(Applied) (CHC2P) on the video clip if on the Serbia. Use follow up definitions and relationship among
“Canadian History in Canada’s necessary. effectiveness of the discussion to unpack the consequences the causes by
the Twentieth participation Provide a pre-started graphic organizers six causes of World War I. of major terms drawing and
Century” in war, graphic organizer with based on criteria of Present a variety of graphic such as labelling arrows
peace and one example for M, K, T content and organizers. imperialism, among the circles
security. and R. communication Challenge students to arms race, &
World War I.
effectiveness (use develop a graphic organizer Bismarckian
3 stars and wish depicting the relationships Alliances to
strategy). among the causes. check for
the impact of
2. See period See period 1 Provide a pre-stared See period 1 class. See period 1 class. See period 1 See period 1 class.
10:20 to 11:32 1 class. class. graphic organizer with class.
Grade 10 History one example for L, M,
(Applied) (CHC2P) and P.
“Canadian History in
Lunch 11:32 to 12:40 Reminder of the brief department meeting to discuss curriculum concerns – Room A234
3. 12:40 to 1:52 Preparation Period. Mark assignments from yesterday. Book video on Canada’s Contribution (Ypres, Somme, Vimy Ridge) for Friday’s class.
4. Part of the Include T, R and L in a Collect notebooks. Show three-minute video Use bubble map In their notebooks Collect notebooks.
2:00 to 3:12 unit on single group and work One mark will be clip (see period 1). Use list to paraphrase students prioritize One mark will be
• Prioritize the
Grade 10 History Canada’s with them to get them given for each on of causes listed in article by discussion the six reasons for given for each on
six causes of
(Academic) (CHC2D) participation started on the task. analysis, A.J.P. Taylor. Individuals points World War I and analysis,
World War I.
“Canadian History in in war, Review the stages of interpretation and choose one cause as most defend their choices interpretation and
• Apply the
the Twentieth peace and effective inquiry with drawing of important. Then, in groups, in writing. drawing of
Century” security- them before posing the conclusions. they share their choices, conclusions
in an inquiry
How task. Ask T to record for their reasons and try to
Canada this group. reach agreement on the
became most important cause.
involved in Groups present their results
WWI. to one another. Discussion