Literacy (Monique):

Topic/Theme

Grade 3 - Creative Writing (reviewing strategies)

Objectives/

SCO1. Students will speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences. (continued)

Outcomes

Describe, share, and discuss thoughts, feelings, and experiences and consider
others ideas.
SCO9. Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and purposes.
Use a variety of familiar text forms and other media (messages, letters, lists,
recounts, stories, poems, records of observations, role-play, Readers Theatre).
SCO10. Students will be expected to use a range of strategies to develop effective
writing and media products to enhance their clarity, precision, and effectiveness.
(continued)
Use simple revision strategies to create a meaningful message (e.g., adding on,
crossing out, starting to insert information).
Timeline
Materials

Motivation/
Introduction
(5 minutes)

50 minutes

Pencil and paper

Instruments

Projector and computer (with speakers)

Ask students: What is your favourite nursery rhyme? Why is that? How does it
make you feel? Is it considered music?
Have students listen to the nursery rhyme A Diller, A Dollar:
A diller, a dollar,
A ten o'clock scholar;
What makes you come so soon?
You used to come at ten o'clock,
But now you come at noon!
Give the definition of diller and scholar. Ask students if they ever came to school
late? What happened?

Process (Main
Lesson)

In groups of 2 or 3, students will write a short story about why they think the ten
oclock scholar came to school so late.

(40 minutes)

*Show students a few revision strategies for the draft of their story (adding on,
crossing out, inserting information) before they begin. (Teacher will model this
strategy).

Conclusion

Students will take turns and read their version in front of the class of what
happened to the little boy who was late to school.

(5 minutes)
Assessment

While students are working, teacher will be taking observational notes on

how students collaborate with each other.

Teacher will be looking at their draft, and looking at how they corrected
their mini-story.

Special
Consideration

Make sure each group has an idea before they start doing their work to make
sure that they are productive during the lesson.

Differentiation

Students who need it, will have the option to type their story on the computer.
They can use different colors to review specific aspects of their story.

Extension

Students will be able to make a comic book (draw pictures) to go along with their
story.

Next Steps

Perform this piece by putting it to music.

Reflection