ESL Canada Lesson Plan

Instructor: Christopher Muscato

Chris has a master's degree in history and teaches at the University of Northern Colorado.

In this lesson, students will be exposed to the nation of Canada. Your students will learn to recognize Canada and its provinces on a map, and they will practice discussing Canadian national symbols.

Learning Objectives

Upon completion of this lesson, students will be able to:

  • Identify Canada on a map
  • Correctly pronounce and identify Canadian provinces
  • Discuss Canadian national symbols

Length

30-45 minutes

Curriculum Standards

  • CCSS.ELA-LITERACY.L.4.1.F

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

  • CCSS.ELA-LITERACY.L.4.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Vocabulary and Phrases

  • Canada
  • Ottawa
  • Ontario
  • Quebec
  • Nova Scotia
  • New Brunswick
  • Manitoba
  • British Columbia
  • Prince Edward Island
  • Saskatchewan
  • Alberta
  • Newfoundland and Labrador
  • Northwest Territories
  • Yukon
  • Nunavut
  • National symbol

Materials

  • Map of either the world or Western Hemisphere
  • Map of Canada, with borders of provinces and territories
  • Image of the Canadian national flag
  • Access to the internet

Instructions

  • Pull up a map of the world (or just the Western Hemisphere if you want to make this easier for students). Ask them to identify the nation of Canada.
    • Indicate Canada's location and ask students to practice saying the name ''Canada.''
  • Ask students to name the continent that Canada is in and the other two nations that share this continent.
  • Write the following on the board, asking students to copy it on their own pieces of paper and fill in the blanks:
    • Canada is on the continent of _____. Canada shares this continent with _____ and is located _____ it.
  • Ask students to share their responses with the class. The first blank should be filled in with the term ''North America,'' while the second term will likely be ''USA'' but could also be ''Mexico.'' The last term could include phrases like ''above,'' ''north of,'' or ''near.'' Write these answers on the board and brainstorm other possible answers. It may be helpful to draw a compass on the board displaying North, South, East and West.
  • Pull up a map of Canada that shows the borders of the Canadian provinces and territories. Ask students what we call these divisions in the United States (states). You can also ask them what terms they use for similar divisions in their countries of origin.
  • Explain to them that Canada divides its land into things called provinces and territories.
    • Point out the provinces of Canada, naming them and asking students to practice repeating the names.
    • Point out the territories of Canada, naming them and asking students to practice repeating the names.
  • Explain that the national capital of Canada is Ottawa. Point to it on the map and ask them which province its in.
    • Ask students what a national capital is. What happens there?
    • Ask students what the capital of the United States is and what the capitals of their countries of origin are, as well.
  • Write the following on the board, asking students to copy it on their own papers and fill in the blanks:
    • My favorite Canadian (province or territory) is _____. It is located next to _____ and south of _____, but far away from _____.
  • Ask students to volunteer their answers and map out their responses as a class.

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