Name: Courtney Brassard Cohort: Cohort A1

Lesson Plan
Lesson Title: Chapter 1&2, Instagram Scene Grade: 5 Date: February 26th 2018
Subject/Strand: Novel Study Unit: Silverwing Location: Classroom Times: 9:10-10:10am
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson will consist of reading the first two chapters as a class, and then students will be put into groups of 2, where they will
choose one scene where Shade showed determination. After the students have picked the scene they will re-create the scene through
an Instagram picture. Students will be drawing the scene on an iPad app called Adobe Illustrator App. Once all the groups are finished,
they will present their image to the rest of the class. Students will be asked to explain the image they choose and how it shows
determination. These images will then be posted around the classroom for students to reference for upcoming activities. (This activity
works with the assumption that it is a smaller class size and enough IPads for the groups)
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Oral Communication: 1.listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Media Literacy: 3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and
techniques.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Oral Communication: 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to
suit a range of situations, including work in groups
Media Literacy: 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and
explain why it is an appropriate choice

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn…
- How to listen to the chapters that are being read
- How to think about an example of determination from the chapters
- To create a scene from the chapters that display determination
- To present the drawing to the class with explanation
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
- I can think about determination examples from the chapters that were read
- I can pick a scene from the chapters that display determination
- I can recreate the scene that displays determination
- I can present the drawing to the class with proper explanation
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Say: Students will present their
Instagram image to the class and
explain why they chose that
particular scene
Do: Students will pick a scene that
Students will show their learning through the
image that they choose, and then through their
presentation when they explain their reasoning
behind this image.
Students will be assessed on their
presentation of the image, as well as the
image itself.
A rubric will be used to assess the
Instagram image and presentation
Students will also give the presentations 2
displays determination, and then stars and a wish to provide feedback
create that image on an iPad as an
Instagram picture.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
Students will have been introduced to the book Silverwing, as well as make predictions based on the book cover. Students will have
been given the definition of the word determination, as well as provide examples of determination. Students will have also been
shown how to use the IPad app Adobe Illustrator App to create images.
I.E.P. program implications: Accommodations, Modifications
For students who do not feel comfortable using the IPad, they can draw the image
For students who do not feel comfortable presenting to the class, they can present to the teacher separately

Differentiation: Content, Process, Product, Environment, Assessment

Product: Students can draw the image instead of the using the IPad app
Content: The teacher could have an audio book of the first two chapters playing in order for students to remember the chapters
Environment: Students will be given a quiet place to work in the school
Assessment: Students can present to the class or to the teacher separately. Students can ask for more time to work on image
Process: Students can work in larger groups if they would feel more comfortable sharing the work
Learning Skills/Work Habits: [X ] responsibility, [X ] organization, [ ] independent work, [ X] collaboration, [ ] initiative, [ ] self-regulation

Responsibility: Students will be given responsibility to decide on their own image, as well as respecting the classroom equipment and
using it responsibly.
Organization: Students will plan out their image before drawing it on the IPad
Collaboration: Students will work in groups of 2
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

-Bat
-Colony
-Silverwing
- Hibernation/ Hibernaculum
- Feeble
-Lurching
-Determination
-Migration
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

-Silverwing by Kenneth Oppel

-IPads
-Paper
-Pencils/ Pencil Crayons
-Audio book of Silverwing

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 9:10-9:25 (Indicate time breakdown of instructional elements)
 Students will sit on the carpet
 The students will sit on the carpet  Students will listen to the teacher read the first two
  The teacher will read the first two chapters of chapters
Silverwing  Students will be asked to think about different scenes that
 Students will be asked to listen carefully to the book, in is read where determination is seen
order to visualize the scene, they want to re-create that  Students will pick out one scene in particular to draw that
displays determination displays determination
 Possible questions: what happened in this chapter that  Students will be given a piece of paper to first sketch out
stuck out to you? What characters were introduced? their design
Can you see specific details when the story was being  Students will be paired and sent to work on their image
read? Are you going to focus on just one detail or an  Possible questions: Can we just draw one character or
entire scene? multiple? Do we only have to focus on Shade? Can we
 After the book is read, students will be paired up and draw a prediction?
sent to work on their image
 Students will be given a piece of paper to first sketch
out their image
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 9:25-9:55 (Indicate time breakdown of instructional elements)
 The students will work in the classroom, either at desks,
 Students will be working in the classroom on their on the carpet on the floor somewhere
scenes
 The students will first discuss with their partner what
 The teacher will circulate around the classroom to scene they want to draw, and then sketch it on the
answer any questions and ensure students are on task provided piece of paper
 The teacher could have an audio book of the first two  Students will then use the Adobe Illustrator app on the
chapters playing in order for students to remember the IPad to create their scene
chapters
 Students can use the KWL and mind map chart as
 The previous KWL chart and mind map will be posted in reference
the class for students to use as reference
 Students can ask the teacher questions
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 9:55-10:00 (Indicate time breakdown of instructional elements)  Students will finish up their image and meet back on the
carpet
 Students will be asked to finish up their scene and meet
 Students will be given 2 minutes to present their scene
back on the carpet
and explain how it relates to the theme of determination
 The teacher will allow each group 2 minutes to present
 Students will submit the image to Google Classroom for
their image to the class
assessment
 The teacher will remind students to explain the scene
and how it relates to the determination theme
 Students will submit their image to Google Classroom
for assessment

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead into a writing activity where students will create a newspaper article that discusses an incident that occurred in
the next two chapters. Students will be asked think about the theme determination and how it can be applied to the recent chapters.
By creating newspaper articles, students are practicing their retelling skills as well as their creative writing.