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This is a fun introductory French lesson that involves learning the names of pizza toppings in French, and then students designing their own pizzas, labelling the ingredients in French and listing what they like (J’aime = I like) and dislike (je n’aime pas = I dislike) on their pizzas.

Here is a list of French vocabulary words the students learned, and a PowerPoint that goes over them all:

Here is the corresponding worksheet I developed for the lesson, and my own example of what the student’s objective was. You can see the entire lesson plan below too:

This is a team building ADST activity where students get together in groups and work collaboratively to design a bridge out of pipe cleaners with the objective of it to withstand the weight of a cup full of pennies. While this ADST lesson is engaging and fun, the ultimate purpose is to help students develop essential problem-solving, creativity, and teamwork skills, emphasizing the importance of communication and accepting different perspectives. When designing bridges collaboratively, students analyze problems, think critically, and explore multiple solutions as if they were engineers, ultimately learning skills that are relevant in day to day life. You can see the following lesson plan below:

Here was my micro lesson plan I developed for our microteaching activity in EDUC 490 – Formative Practicum, which outlines a small lesson plan of binder organization for Grade 7 students that would hypothetically take place at the beginning of a school year.

The lesson plan itself does not exactly outline how I would properly organize it as it would be shown actively during the lesson, but it outlines how I would present my lesson, and elaborates on important thoughts and concerns regarding why binder organization should be preached to middle school students.

Here is a traditional Indigenous drum a classmate and I developed for our analogical model project in EDUC 446. Below the photos, you will see the model’s written summary.

Truth and Reconciliation Themed Traditional Indigenous Drum, 2024

For our analogical model, we decided to build a traditional Indigenous drum and design a design in honour of truth and reconciliation. The motto “every child matters” is displayed on the drum, representing that every student in our classrooms is recognized for who they are, emphasizing inclusive education, and promoting truth and reconciliation of Indigenous learners. The theme of truth and reconciliation in Canadian schools is prominent in the contemporary; as we embark on our educational journey in this new generation of teachers, our contribution towards the reconciliation in schools within our communities in the unceded traditional territory of the traditional territory of the Ts’msyen, and home of the Kitselas and Kitsumkalum First Nations, is essential. Creating a traditional drum for the classroom can enable us to promote cultural awareness regarding Indigenous peoples and mindfulness for all learners.

When discussing ideas for the analogical model, we wanted to create something that also has educational use within the classroom, and this drum can be used as an educational tool. It can be utilized to grab the attention of students through mindful listening when communicating to the class collectively and be used in a variety of subject areas, such as rhythmic activities related to physical health and education, music, an example for art projects, and storytelling for different academic areas such as English or Socials Studies, adding an essence of creativity in the classroom while simultaneously recognizing Indigenous knowledge and being mindful of the First Peoples Principles of Learning.