Lesson Plan Template ED 3501 Curriculum Overview Lesson Grade 5, English Language Arts: Construct Meaning from Texts,

, GLO (Students will listen, speak, read, write, view and Lesson Title/Focus

represent to comprehend and respond personally and critically to oral, print and other media texts).
2.3 Students will respond to texts !LO: !tudents "ill construct meaning from texts Time: 30 minutes

Teache r

Ms. Alisha Sims

LEA#$%$G O&'ECT%(E!
!tudents "ill: 1. Compare characters and situations portrayed in oral print and other media texts to those encountered in the classroom and community. 2. !se phonic "nowled#e and s"ills $isual memory the meanin# o% %unction o% words in context and spellin# #enerali&ations to spell with accuracy in own writin#.

A!!E!!ME$T!
O)ser*ations: '(ser$ation will (e done throu#hout the lesson while students are listenin# to the story (rainstormin# and writin# in their )ournals. *y loo"in# at the students+ wor"s,in,pro#ress and readin# the students+ completed )ournal entries the teacher will #ain a #ood understandin# o% the students+ writin# a(ilities. Are students a(le to record a personal experience in a written story .o students attend to proper #rammar and sentence structure /ndi$idual students+ )ournal entry o% a personal account o% disappointment.

+e, -uestions: .roducts/.erforman ces:

LEA#$%$G #E!O/#CE! CO$!/LTE0

Al(erta 0ducation 0n#lish 1an#ua#e Arts 2ro#ram o% Study Al(erta 0ducation 01A /llustrati$e 0xamples C*C *oo"s (http:33www.c(c.ca3(oo"s320123033roch,carrier, tal"s,a(out,the,hoc"ey,sweater,that,chan#ed,his, li%e.html4

MATE#%AL! A$0 E-/%.ME$T

SMA5T*oard with document pro)ection capa(ilities white(oard mar"ers 2hoto#raph o% 5och Carrier wearin# a Toronto Maple 1ea% hoc"ey sweater: http:33upload.wi"imedia.or#3 wi"ipedia3en3%3%a35carrier.)p# 2icture (oo": Carrier 5. 6 Cohen S. (17874 9The :oc"ey Sweater.; Student )ournals3pencils 0xit slips Time

.#OCE0/#E
Attention Grabber %ntroduction .isplay (lac",and,white photo o% 5och Carrier wearin# his Toronto Maple 1ea%s hoc"ey )ersey on the SMA5T*oard. As" students to #i$e a thum(s up i% the (oy in the photo loo"s happy and thum(s down i% he loo"s sad. (:e+s smilin#.4 5e$eal that the (oy in the photo is <ue(ec author 5och Carrier when he was a youn#. (:e+s 8= today.4 :e+s smilin# in the photo (ecause when his mom went out with a camera and told him to smile 9you smiled.; The Toronto Maple 1ea%s )ersey he+s wearin# thou#h 9$ery nearly ruined hoc"ey %or him.; 9>ow we+ll %ind out how a sweater nearly ruined hoc"ey %or a (oy who wasn+t much older than all o% you are today.; Assessment of ? As" students to #i$e a thum(s up i% they+$e heard o% Maurice 1 minute

1 minute

Adapted from a template created by Dr. K. Roscoe

Prior Knowledge

Lesson Plan Template ED 3501 Curriculum Overview Lesson 5ichard thum(s down i% you ha$e no idea who he is. 9Maurice 5ichard played %or the Montreal Canadiens is in the :oc"ey :all o% @ame and is the %irst >:1 player to score A0 #oals in A0 #ames. :e+s compara(le today to Sidney Cros(y o% the 2itts(ur#h 2en#uins and Taylor :all o% the 0dmonton 'ilers and any other ma)or sports star people want to imitate.; ? As" students to #i$e a thum(s up to indicate i% 9you or your parents ha$e e$er ordered anythin# online such as clothin# or ta"eout %ood and had it deli$ered to your home ; and thum(s down i% you+$e ne$er ordered anythin# online. 9The 0aton+s catalo#ue wor"ed much the same way. *e%ore the /nternet people li$in# in small towns would loo" throu#h a ma#a&ine,li"e catalo#ue write down the items they wanted to (uy which they+d mail alon# with some money. A %ew wee"s later they+d recei$e a parcel in the mail that contained the items they ordered.;

Expectations for Learning and Behavior

As the story is read aloud students will pay attention to the reader so they "now how the (oy %eels a(out his new hoc"ey sweater when it arri$es. .urin# the (rainstormin# session prior to writin# students will o%%er possi(le scenarios o% disappointin# experiences. .urin# the writin# process students will write a(out a personal experience in their )ournals a(out when they were disappointed similar to the (oy who recei$es the wron# hoc"ey sweater. Students will consult a dictionary or a 9word (an"; (e%ore writin# un%amiliar words and to dou(le,chec" their spellin#. 1 minute

Advance Organizer/Agenda

1. Students will $iew a photo o% author 5och Carrier wearin# his Toronto Maple 1ea%s sweater. 2. Students will (rainstorm as a class occasions where they experienced disappointment. 3. Students will write in their )ournals a personal account o% a time they experienced disappointment in their li$es. B. Students will complete exit slips. *e%ore pro)ectin# the story(oo" on the SMA5T*oard and readin# the story aloud as" students to pay attention to how the (oy %eels a(out his new hoc"ey sweater when it arri$es (ecause they will later write in their )ournals a(out a similar experience that happened to them. 5ead pa#es 3 to 11 which ends: 9Sprin# will come (e%ore you play a sin#le #ame )ust (ecause you don+t want to wear that nice (lue sweater.; So / had to wear the Toronto Maple 1ea%s sweater. Tell students: 9/ want you to thin" a(out how the (oy %eels a(out his new hoc"ey sweater when it arri$es. Chen we loo" at the illustration the (oy is $ery disappointed. :a$e you e$er had a similar experience- .id you e$er recei$e somethin# and it wasn+t what you wanted or expected-;

1 minute

ransition to Bod!

= minutes

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson Class will orally (rainstorm a list o% possi(le scenarios as 9story starters; to assist writers who ha$e trou(le thin"in# o% their own experience. Teacher will record list on white(oard. 2ossi(le examples: Cere you e$er disappointed (y a Christmas or (irthday #i%t (ecause you really wanted somethin# special li"e a (i"e or a pony (ut were #i$en somethin# entirely di%%erent.id you e$er #o to a restaurant and order a really special dessert or meal item (ut recei$ed somethin# you didn+t li"e instead.id you e$er reach into a (ox o% chocolates to #ra( the one with the most delicious chocolate,y #oodness and (it into it only to %ind that it was %ull o% %ruit.id you and your (est %riend arri$e to school on the %irst day to %ind out you were (oth assi#ned to di%%erent classroomsAs" students to #i$e a thum(s up i% they ha$e a personal experience in mind that they want to write a(out in their )ournals. /nstruct students who do not ha$e a personal experience in mind to draw inspiration %rom the list on the (oard or select an idea %rom the (oard to write a(out in their )ournals. /n%orm students that you will read their )ournals and will chec" to see that they pay attention to #rammar3sentence structure includin# appropriate use o% capitals and punctuation such as periods commas and Duotation mar"s. 0ncoura#e students to use a dictionary or 9word (an"; i% they are unsure o% word spellin#. Learning Activit! "#
Assessments/ Differentiation:

&od, Ad$anced writers can (e#in writin# their personal experience ri#ht away. /% they %inish early they can add an illustration to their )ournal entry. A$era#e writers can (e#in writin# their person experience or draw %rom the (rainstormed list on the white(oard i% they are ha$in# trou(le thin"in# o% their own personal experience. Stru##lin# writers can (e#in writin# their personal experience draw %rom the (rainstormed list or draw a picture o% their personal experience that will (e accompanied (y a written caption that explains the drawin#3experience. Closure 1. Critin# content: /s the student a(le to record his or her experience (real or ima#ined4 in a written story2. Critin# e$aluation: Erammar3sentence structure includin# appropriate use o% capitals and punctuation such as periods commas and Duotation mar"s. 0xit slips containin# one thin# that they li"ed a(out this acti$ity and one thin# that they would chan#e a(out this acti$ity.

Time 1A minutes

Learning Activit! "$

Assessments/ Differentiation

Learning Activit! "%

Assessments/ Differentiation

Time

Assessment of Learning&

'eedbac( 'rom )t*dents&

2 minutes

Adapted from a template created by Dr. K. Roscoe

'eedbac( )t*dents

Lesson Plan Template ED 3501 Curriculum Overview Lesson Teacher will note i% students attenti$ely listened durin# oral readin# o% story(oo". Teacher will note i% students came up with creati$e situations durin# the (rainstormin# acti$ity. Teacher will note i% students (e#an writin# ri#ht away or was a lot o% time spent transitionin# %rom (rainstormin# to writin# which would cut into their writin# time.

2 minutes

ransition Lesson

o +ext

Student who sits at the (ac" o% each row collects the writin#s %rom students in his3her row and places them in predetermined spot %or teacher re$iew. Share with students that in the next lesson they will watch an animated %ilm $ersion o% 9The :oc"ey Sweater ; and then compare and contrast the similarities and di%%erences (etween the %ilm and (oo" $ersion o% the story. 1 minute

,hat went well,hat changes wo*ld !o* ma(e in !o*r planning,hat have !o* learned to improve *pon f*t*re instr*ction-

#eflections / stru##le with hoo"s. / %ind them $ery di%%icult to dream up (ut /+m $ery happy with this one. / thin" connectin# the story to a real person F a person near the students+ a#e F will capture their attention. /+$e wanted to use 9The :oc"ey Sweater; in a lesson %or as lon# as / can remem(er. / thin" it+s a #reat (oo" %or (oys who may not (e a$id readers. / don+t read the entire story to the class either so hope%ully the lesson ser$es as a (oo" tal" and has (oys pic"in# up the (oo" on their own time. The hoc"ey an#le is timely in 'cto(er. My worry is that #irls may (ecome (ored with the story (ecause it+s (ased on sports. / worry that / ha$e to spend too much time #i$in# (ac"#round in%ormation includin# a(out Maurice 5ichard and 0aton+s catalo#ues that it eats into the students+ writin# time. / %ind it di%%icult to )ud#e how much time to allocate to each portion o% the lesson. / did a dry run o% the (oo" readin# to accurately time that portion (e$ery second pa#e is an illustration4 (ut / ha$e no idea how lon# it will ta"e to set up the SMA5T*oard or how much time to #i$e students to %ill out exit slips. / anticipate / will "now how much time to #i$e each portion once /+$e deli$ered a %ew lessons in a classroom. Lesson adapted from: https://sites.google.com/site/misshagensclassroom/ela-7/unit-shortstories/the-hockey-sweater

Adapted from a template created by Dr. K. Roscoe