By: Rachel Hsieh (PJ APP 7)

Lesson Design for Meaningful Learning

Lesson Design for Meaningful Learning

Lesson Title: Who Can Find The Text? (Literacy)
Date(s): Friday, November 20th, 2020 Class: Grade 2/3
Welcome In Welcome In
(Establishing Rapport) - Make eye contact
- Give a brief greeting
- Make a personal connection / Check-In Question
-Ask “get to know you” questions to continue to build familiarity
Hook and a relationship with the students
(Activating Background
Knowledge) Hook: A short activity that begins quickly and activates prior
knowledge, engages student interests and curiosity, focuses
attention before the lesson begins
(10 minutes)
 An activity to spark student interest/curiosity
-Play a mini “Guess Who?” game with familiar TV / movie / book
characters that have key characteristics that relate to being
detectives / mystery solvers / adventure
 A quick review of what was learned in the last class
-Brief review of the main points of the prior lesson on concluding
sentences as a refresher and check for understanding

Sharing of Learning Share learning goals and the purpose for learning to make learning
Goals and Criteria for meaningful:
Success -Students will apply their knowledge of topic and concluding
sentences with the format of a whole paragraph
-Students will identify the connections in meaning and structure
(5 minutes) through sentences in a paragraph

Share success criteria (what the students will know and be able to do
when they have learned this)
-I am learning to identify topic and concluding sentences
-I will make meaningful connections to better understand the text
-I will attentively listen and work with others (social objectives)

Curriculum Grade 2 Reading Expectations under Comprehension Strategies

Expectations identify several reading comprehension strategies and use them
before, during, and after reading to understand texts (e.g., activate
prior knowledge to ask questions or make predictions about the
topic or story; use visualization to help clarify the sights and sounds
By: Rachel Hsieh (PJ APP 7)

referred to in the text; ask questions to monitor understanding

during reading; identify important ideas to remember)

Grade 3 Reading Expectations under Comprehension Strategies

identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand texts
(e.g., activate prior knowledge through brainstorming and/or
developing mind maps; ask questions to focus reading and clarify
understanding; use visualization to clarify details about such things
as homes and clothing of early settlers; use pictures to confirm
understanding of printed

Educational Cross-curricular connections:

Connections -Connection to Health & Physical Education curriculum with the
content of the short paragraphs being related to dental and dietary
health (or could connect to other curriculum subjects instead)
-Could have a connection to Art Curriculum if students illustrate
what is happening in the text

Connections to students’ lives (local / global):

-Students being able to look at a text in parts and in a wholistic
context
-Understanding context and the usefulness of creating “super
sentences”
-Applying a solid understanding of sentence structure to reading
(ex: inferring / predicting, structure of an article, etc.) and writing
(ex: thinking and answering the 5W’s, using key words, etc.)

Connection to Equity, Diversity, and Social Justice:

-Ensuring that turn-taking is done in the lesson promotes and
supports each student having a voice in the classroom
-Creating stories that do not use stereotypes, biases, etc. (naturally
relatable and age-appropriate for grade 2/3)
Input (Teaching) and Input
Modelling (Showing) Teach and show the content and skills students need to know to be
successful
I do it while you watch. -Create a photo / scavenger hunt game in a scenario where a text is
I do it and you help. ripped up into pieces and students must find the pieces, read the
sentences, and organize it back in order with a topic sentence,
body sentences, and a concluding sentence
(20 minutes) -Choose a visual / item that can be used to represent a piece of
“ripped” text
-Clear instructions to be presented about one-by-one searching
order (when done virtually) and the number of pieces needed to be
By: Rachel Hsieh (PJ APP 7)

found (in this case, 5 pieces for 5 sentences)

 Content Focus: Reading for Meaning (comprehension

strategies)
 Skills Focus: Reading and comprehending full “super”
sentences, understanding the structure of a paragraph
 Guiding Question(s) for listening, reading, and learning:

-What main / key points does this sentence tell you?

-What should a good topic / concluding sentence be like?
-Which of the 5W questions is the sentence answering?

Model
Model examples that clarify understanding and make this learning
meaningful
 Example #1: Choose a background / environment and place the
visual / item for the “ripped” text in it
-Confirm that students can identify the visual / item and read /
understand the sentence
 Example #2: Choose a different background / environment and
place the visual / item for the “ripped” text in it
-Confirm that students can identify the visual / item and read /
understand the sentence

Notes for Accommodations and Differentiation:

 2 students diagnosed with Autism Spectrum Disorder (may not
be able to concentrate for long periods of time or the connection
between text and photos need to be simplified more) – Domenico
& (other student)
 Content
-Sentences can be shorter / simpler if a multiple sentence
paragraph becomes too overwhelming
 Process
-Opting for the virtual simulation of the scavenger hunt could be
less stress-inducing
 Learning Environment
-Scavenger hunt can be done in a smaller area or incorporate
audio-visual aids / accommodations if done virtually

Guided and Observe, prompt, and possibly meet with a small group of students
Independent Practice to support guided or independent practice.

We do it. Student(s):
By: Rachel Hsieh (PJ APP 7)

You do it. -In small groups, begin the photo / scavenger hunt and search for
the designated visual / item
(20 minutes) -Once the visual / item is found, read the corresponding sentence
out loud to your group members
-Once all the pieces are found, look at all the sentences together
and discuss what type of sentence it is (topic, body, concluding)
and where each sentence would go in a paragraph (explain your
thinking and reasoning)
-Teacher will reveal the entire paragraph and check for
understanding and compare it to the group’s formulated paragraph

*If time permits, students can do multiple rounds with a different

background / environment and text*

Content (circle one):

Reading Writing Math Science Social Studies Other

 Check in on progress
-Teacher is circulating and ensuring that students are on-task
and working together
 Reteach content and skills
-Remind / review the teaching of topic and concluding
sentences from prior lessons

Check for Content knowledge/Skills checks for understanding: Focus on

Understanding and learning goals and success criteria
Ongoing Formative
Assessment  Observations that focus first on strengths
-Praising the students when they find a piece of the text and
(10 minutes) successfully categorizing the sentences
-Sharing feedback and prompting questions if necessary
 Conversations that support assessment and promote rapport
-Assuring and helping students along if they are discouraged
that they cannot find a piece of the story or if they guessed the
type of sentence wrong; always giving students another chance
and making moments of learning
 Products (for feedback)
-Teacher could look at how groups of students structured their
sentences to check for gaps in understanding (ex: not
understanding the difference between a topic and concluding
sentence) or structure (ex: understanding a topic and
concluding sentence but misplaces them in the paragraph)
By: Rachel Hsieh (PJ APP 7)

Closure  Lesson review and wrap-up/Reflection

-Present the main / big idea of what the lesson was focused on
(5 minutes)  Recording of homework, important information
-Students could be given a similar activity in a worksheet format so
that the game and learning aspect is still sustained
 Appreciations
-Thanking students for their participation
-Having students thank their group members

Resources/Materials:
- Technology (if the format is a virtual photo hunt)
- Open / accessible space
- Sample short paragraph text that is sectioned into sentences on strips of paper
- Item that indicates a piece of the “ripped” text that the students are searching for (if
strips of paper are not being used)
- Tape and chart paper (if students are reordering sentences as a product for the teacher
to collect)

Assessment:
For learning:
 Observation
-Students are working together and communicating their reasoning
 Work samples/products
-Reorganization of the paragraph by the student groups could be evaluated for
understanding
As learning:
 Success criteria
-Students could see if they applied the presented success criteria if it were brought up
once more at the end of the lesson or students could identify a member in their group
who followed a point in the success criteria
 Self-reflection
-Students could self-reflect by writing a journal entry about the experience of the
scavenger / photo hunt
Of learning:
 Mini Presentation
-If each group has a different story, students could present their finalized products to
each other
Notes: