Professional Goals for Pre-internship

  1. To include a multiple intelligences lesson.
    I hope to include a multiple intelligence lesson in my pre-internship so that I am able to know what type of learners I have in the classroom.
  2. To create cross curricular content.
    Cross curricular lessons are something I have not done before but I am striving to incorporate them into my three week block of pre-internship.
  3. Creating lesson plans that work for more than one style of learning.
    It is important to me that all of my students are interested in the lessons I am teaching.  By teaching lessons that target more than one learning style I will have a better chance of engaging all of my learners.


These resources have been useful to me throughout my pre-internship.

  1. The New Teacher Book.
    Throughout ECS 311 we read parts of this book. This book offers many ideas of how to be a good teacher. It discusses that as a teacher you will make mistake and it is okay. The stories in this book are inspirational and motivational.
  2. Teachers Pay Teachers.
    Teachers Pay Teachers is a website that offers a variety of resources. Prices do range, however, there are free resources as well. There is unit plans, lesson plans, worksheets, activities, and more.
  3. Flowcabulary.
    This website offers videos and games for the classroom. Flowcabulary does cost money, however, there is a one month free trial. I used Flowcabulary for a poetry lesson and the students loved it.
    I was fortunate enough to hear Pernille Ripp speak at the Middle Years Conference in 2018. This link take you to what seems like a never ending list of books for the classroom. Reading is such an essential part of education and to have a resource like this is so beneficial.

Differentiated Learning Strategies.

  1. Interview my students.
    This will allow me to find out what type of lessons and activities my students are interested in. As well as what types of learners I have in the classroom.
  2. Journaling.
    I believe it is important for students to journal. It allows me to get an idea of what everyone is learning throughout the lessons. What lessons are working and what lessons are not.
  3. Encourage students to come up with project ideas.
    This allows students to work on something they are interested in. It also allows students to feel like they have a say and that they belong in the classroom.


These strategies are from

Grade 7/8 Health Lesson Plan

Lesson Plan

Name: Jennifer Todd                                                      Date: October 24th

Subject: Health                                                              Grade:7/8 

Guiding Questions (specific to this lesson):

  • What does it mean to be prejudice?
  • What prejudices do I hold against others?
  • What prejudices do others hold against me?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

USC 8.2-Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

  •  I can examine the prejudices/biases that exist in the community
  •  I can analyze how stereotyping and social constructions (e.g., gender, “poor bashing”, white privilege) affect the well-being of self, family, and community.
  • I can examine how prejudices/biases are learned attitudes and behaviours

Assessment Strategies: (formative-before & during & summative – end)

  • Check that introduction and reflection questions are answered.
  • Look at their finished work to see if they are understanding things.

Instructional Strategies: (specific strategies)

  • Literature response (introduction and response questions)
  • Class discussion

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

  • Having paper ready for students to use.
  • Using the voice amplifier.
  • Assessing the lesson to see if we need any adjustments.
  • Explaining and summarizing the video after we have watched it.

Materials Needed:

  • Paper plates/ paper cut into circles
  • pencils,
  • pencil crayons
  • space to hang
  • tacks or sticky tack

Learning Experiences:

Set (10 min)

  • Write the definition of prejudice on the board.
  • Tell the class that we are going to be discusses prejudices and read the definition together.
  • Show the video “First Impressions”. Video link:
  • Asks students to pay attention to the video and see if they can spot prejudices in it.
  • Have students answer the following questions before we start the activity.
  • Let them know that they will be handing in these questions after the activity is over.
  • What does “Don’t judge a book by its cover” mean?
  • Can you think of a time that someone made a judgment about someone else before getting to know them that was shown in the video?

Development (20 min)


Paper Plate Portraits

  • Each student will need a paper plate or a piece of paper cut into a circle.(I was planning on using paper vs. paper plates because I think they will turn out nicer)
  • Ask students what judgements they may make before getting to know someone.
  •  Now ask students what type of judgements they think others may make about them before getting to know them.
  •  On the outside of the plate have students draw their faces and words or phrases that they think people may assume about them.
  •  Then, on the inside of the plate have students draw a heart and fill it with characteristics that they want people to know about them.
  • After they are done with their paper plates have them answer the reflection question. If there is time start a class discussion about the reflection questions.


Closure (10 min)

Reflection questions.

  • What did you discover?
  • Were you surprised by anything?
  • Did you make any connections between your plate and a classmate’s?
  • How did this activity help you understand the meaning of prejudice?
  • What can we do if we notice or experience prejudice?
  • How can we try to stop it from happening?





My Truth and Reconciliation Philosophy

I believe it is important that I educate

I believe that the first step in my truth and reconciliation philosophy is education. Education is very important to me on this journey because if I am not educated properly, I will not be educating students properly. I also a focused on finding ways to educate myself on the truth. The truth I something that I did not have the opportunity to learn about for most of my life. Because of this, I want to learn as much as I can to educate students early on, so they know the history and truth of Canada.  I also believe it is important to teach Treaty Education in all schools. As a future teacher it is important to focus on Treaty Education outcomes and indicators just as much as I focus on the Saskatchewan curriculum. The Treaty Education outcomes and indicators will allow for Treaty Education in all subject areas.

I believe the truth needs to be told

The truth is something that I did not have the pleasure of learning while I was in elementary and high school. I feel as though I missed many opportunities to make an impact on my truth and reconciliation journey a lot sooner. As a new teacher I cannot stress the importance of telling and speaking the truth. Although it may not be pretty, it is part of Canadian and Indigenous history and part of reconciling. I believe it is important to also have Indigenous people come in and speak to the school/class so that they can tell their personal stories. I think it is important for students to hear stories from Indigenous people so they can connect and reflect from true stories.

I believe it is about more than just saying sorry.

It’s more than just saying sorry. As a future teacher it is important that my students understand that truth and reconciliation is about more than saying sorry. It is our job to make amends for the hurt and pain we have caused generations of Indigenous peoples and families. It is important that my students know we have to take responsibility for the pain and cultural damage that are ancestors have caused. I believe that educating students and myself about the truth is a step towards reconciliation.


My Relationship Philosophies

“The kids who need the most love will ask for it in the most unloving ways.” Brian Aspinall

Often students who act in unloving ways are often labelled as “at-risk” students before they get a fair chance. All students deserve a fair opportunity in my classroom and labeling them “at-risk” because they act out is doing the opposite of what I believe in. As a future teacher I want my students to enjoy their time at school as much as possible. If we as teachers show respect towards our students, it creates a healthy teacher-student relationship and a sense of trust. It is essential to create this relationship and sense of trust in the classroom because we will likely see better results and more effort from students. This relationship also allows us to genuinely connect with students who may be acting in unloving ways. I believe as teachers it is important for us to reach out to students who are acting unloving, in the most respectful way possible. It is important that we can keep the trusting relationship with our students during these times.  These students need to know I want them at school, I want them in the classroom, and when they are there I am excited and happy to teach them.

 I believe in a fair classroom.

It is important for all students have a fair chance and a fair learning opportunity in all classrooms. I want my classroom to be fair for everyone, so each student has a fair chance. It is crucial t to understand that a fair classroom is different than an equal classroom. I believe it is important to understand the different needs of my students, so I can achieve my beliefs. There are different types of learning styles and I need to teach and adapt to those. I think it is important to understand that some students may need more in-depth instruction, extra attention, and extra guidance. I want my students to know that that is okay to need extra help. I am there to guide and help them and I take that job seriously. I believe that having a fair classroom will benefit each student. It is my job to make sure that all their needs are met, and I think that having a fair classroom will aid in this.

 “Be here. Be you. Belong. This classroom belongs to all of us” Brené Brown

I believe it is important to create an inclusive classroom environment for students to learn in. Students will perform better in an environment where they feel welcomed, wanted, and safe. I believe that students will be more inclined to come to school if they feel like they belong. My classroom will be a place where everyone can be themselves, judgement free. I believe it is important that each and everyone of my students know they are welcomed for who they are. I want my students to know they are smart, and I also want them to know that they are not the only ones there to learn. As a teacher I will keep an open mind and continue to learn from students each and every day. I want my class to know that they are teaching me too. We ae there to learn from each other.


Grade 7/8 Social Studies Lesson Plan

Lesson Plan

Name: Jennifer Todd                                                     Date: October 17th, 2018

Subject: Social Studies                                                  Grade: 7/8

Guiding Questions (specific to this lesson): What is a command economy? What is a market economy?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

  • PA7.1 Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries.
  • PA 7.3 Compare the strengths and weaknesses of oligarchy, dictatorship and democracy as systems of government.
  • RW8.2 Assess the implications of personal consumer choices.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements.

  • I can describe and explain the sources of power and forms of power used by individuals in a position of leadership in the local community or local organization
  • I can compare the systems of government in of the non-democracies in circumpolar countries and Pacific Rim countries with Canada’s system of government.
  • I can explain advantages and disadvantages of buying locally, buying fair-trade products, and buying mass produced products

Assessment Strategies: (formative-before & during & summative – end)

K-W-L Chart.

  • Students will complete the “what do I know?” and “what do I want to know?” columns before starting the activity.
  • After the activity students will complete the “What did I learn?” column and hand it in when they are finished.

Instructional Strategies: (specific strategies)

  • Literature Response (K-W-L Chart)
  • Group Discussion
  • Activity Based

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

  • Having K-W-L chart printed out for students and available on their computers for typing.
  • Assessing the lesson to see if we need to add any adjustments.
  •  Using the voice amplifier when necessary.

Materials Needed:

  • Photo of a snow flake
  • White paper
  • Pencil Crayons
  • K-W-L Chart

Learning Experiences:

Set (10 min)

K-W-L Chart.

Have students fill out the “What do I know?” and the “What do I want to now?” columns about market and command economies before starting this activity. Ask them to write 2-3 sentences in the first column and 1-2 questions in the second column.

Development ( 30 min)

Market vs. Command Economy Activity.

  1. Tell the students we are planning on decorating the classroom for winter.
  2. split students up into two groups. One group is the command economy and the other is the market economy. (they do not know that)
  3. Have group 2 (market) grab 3 pencil crayons each and a piece of paper while you explain what to do to group 1 (command)
  4. Tell group 1 that they are in charge of drawing snowflakes to put in the classroom. They have to be dark blue and they have to create as many snowflakes as they can. BUT they have to draw at least 3 snowflakes. Let them know they will all be graded the same way because that is what’s fair.
  5. Give them 1 picture of a snowflake and tell them that’s what theirs should look like.
  6. Allow them to go get paper and 1 blue pencil crayon.
  7. When group 2 is ready go to them and explain that they need to help decorate the classroom for winter. Ask them for ideas on what they think we should draw. Let them know they can draw whatever they want as long as it represents winter. They can also use their technology to look up pictures for inspiration.
  8. Unfortunately, I can not hang up everyone’s. I can only hang up 3. So let them know that the other students will be picking who’s will get hung up in the classroom.
  9. Make sure to tell the groups that their work is secret from the other groups.
  10. After time is up allow each group to explain what their instructions were.
  • How were you graded?
  • What resources could you use?
  • Could you draw what you wanted?
  • Repeat this with the other group.

Closure ( 5 min)

Have students fill out the last column in the K-W-L chart. Ask for 2- sentences on what they learned. If there is time allow them to talk with partners and discuss what they learned in the activity.


Lesson 5 Reflection

November 21st

Science. Organization of life.

For this lesson my hook was a Think, Pair, Share. I asked the students two questions.

  • How do you think cells, tissues, organs, and organ systems are all related?
  • What do you think organization of life is?

I think next time I did a Think, Pair, Share I would use it as bell work, so they can come in and think about it while they are getting settled and then we can pair and share. After we discussed the possible answers as a class, I explained what the organization of life is. I then explained the activity we were going to be doing and what we were going to be making. The students were excited to find out that we were making something in science. We made Organization of life foldables which I found on

I showed students what the foldables should look like and explained the directions. I also wrote the instructions up on the board, so they could refer back to them. In this class I often write the steps on the board for students. For the rest of the class they worked on them with a partner and I walked around the class answering any questions and letting students know they were doing a great job. I also had an example of one I made that they could look back to.

I think next time I did this activity I would do it when I have more time because they were a little rushed at the end of the activity because there was also an exit slip. Because they were rushed, I told them that I would take that into consideration when I go over them if they did not finish colouring them. I would also hang them up in the classroom. I would also allow them to work on it during any extra time they had throughout the day, but because this was done at the end of the day I was not able to do that. All of the foldables turned out very nice.

Lesson 3 Reflection


October 31st.
Culture appropriation in Halloween costumes.

This week my hook was a video that explained the difference between cultural appropriation and culture appreciation, specifically in Halloween costumes. During the video I made sure to stop at important points and engage the class in discussion to make sure they were understanding the video. We also have a student who is hard of hearing, so it is important that we debrief all videos we watch as a class.

After the video I explained to the class that we were going to be doing a debate. There were two side. One side was arguing that cultural appropriation was not a big deal and the other side was arguing the importance of cultural appropriation.

After I split the class into two groups, I gave them each a set of questions that they could prepare for the debate. Before we started debating, I made sure to go over rules, such as no interrupting, no yelling, be respectful, and be politically correct.

The class loved the debate and both groups had awesome participation. There were a couple of times that they got too loud or started yelling at one another, so I had to remind them of the rules, but it was not anything I was too concerned about because they were all on topic. After the debate I had an exit slip for students to hand in. it asked them

–        What did you learn during the debate?

–        Was there anything that surprised you in this lesson?

–        Do you think we need to be more careful of what Halloween costumes we pick?

I think if I did a debate with the class again, I would set up the classroom a little bit differently for it. I could move things in the classroom, but I thought it would be fine the way it was, and it did not go bad, but I think it would have offered a bit more organization. I would also give them a bit more time to go through the questions and prepare answers.

Lesson 1 Reflection




For my firsts lesson I chose to do social studies. my job was to teach the difference between a command and market economy. For my set i used a K-W-L chart that I also used for m conclusion later on. I had the students fill out “what do I already know” about command or market economy. They struggled with this a bit because they thought there was only one right answer, but once I told them I just want to know what they know already, and if they didn’t know then to write down any ideas that come to mind they did a lot better.

In the activity I split the class into 2 groups. I had told them we would be decorating the class for winter. One side was the market economy and one side were the command economy, they did not know this at the time. The command economy had to draw snowflakes, in blue pencil crayons. The had to draw a minimum of 3 but I wanted them to draw as many as they could in the time they had. But, if they had 3 snowflakes they all would get the same grade.

The market economy group could draw whatever they wanted if it related to winter. But they only could use up to 3 colours. I told this group that only 4 of their drawings would be picked to be hung up in the classroom and to get a good mark theirs had to be one of the ones hung up.

Students participated at a good level. Asked questions when they needed help. There was one point when I was getting asked a similar question from different students. I think next time I would get the classes attention and tell them what I wanted instead of repeating myself to all the individual students. I would also use the white board more next time. writing down the questions on their might have helped them.

Somethings I want to work on are improving language, for example not using “guys”. I would also want to work on using the voice amplifier better. I had forgotten to turn it off after I had finished speaking to the whole class so when students were asking me questions everyone could here.