Title: Report Writing; Initial Individual Practice_Introduction

Date: Monday, November 23, 2015

Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: To learn how to gather information and understand their are different types of
text forms.
Anticipated Challenges:

- Some students may struggle with the vocabulary and reading of the websites; allow
students to use Google Read-and-Write to assist with gathering information.

- Any who finish early may continue to peruse the site and play some of the games.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can follow directions given on finding and using information to answer a specific
question.
Specific Learning Outcomes:

Grade 1:

- follow spoken directions for gathering ideas and information (3.1.4)

- use questions to find specific information in oral, print and other media texts (3.2.3)

- match information to research needs (3.2.5)

Grade 2:

- recall and follow directions for accessing and gathering ideas and information (3.1.4)

- use given categories and specific questions to find information in oral, print and other
media texts (3.2.3)

- recognize when information answers the questions asked (3.2.5)

Resources and Materials:

- Portable laptop cart
- http://kids.nationalgeographic.com/animals/
- http://www.animalfactguide.com/animal-facts/
- http://www.kidsplanet.org/factsheets/map.html
Relevant Background Knowledge to Teach Lesson:

- Teacher: do research on sites that could be helpful for students to look through for
finding information. Have a general idea of what type of information can be found on
these sites.

- Student: an understanding of how to gather information.
Assessment:

- I can follow directions given on finding and using information to answer a specific
question.

- Gather Evidence: Observations, discussions with students

- Teacher Feedback: as students are gathering information, conference with them to
discuss their findings.
Lesson:

- Review with students what weve discussed in our writing class with report writing; the
difference between a narrative and expository book, gathering information by using
specific theme (what it looks like, relatives, where it lives), using own words in writing,
finding a picture.

- Tell students that we are going to be beginning our new report writing project where
the students will be writing their own report on an animal of their choice. (Students
will only be researching a single topic which theyll be given during the next lesson.)

- Explain to the students that today we will be using the laptops to find an animal that
we want to research. Show students where they can find the website links they can go
to to find an animal they would like to research.

- Tell students that by the end of class, everyone must have an animal chosen. Tell
students that you are going to go around with a class list and write down the animal
that they chose. (There is some leeway to this is some students only get a couple of
minutes with their computer after the assignment is explained and computers are
handed out)

- Remind students that they are welcome to use Google Read-and-Write to hear
information about their animal. They do not need to find information yet, todays class is
just about finding an animal, and more information will be given during the next class
about specifics of what we are researching.

- Allow students to one at a time get their laptop from the portable station.
Closure:

- Explain to students that in the following days, we will be starting to do research on our
animal.
Reflections and Next Steps:

Title: Report Writing; Initial Individual Practice_Research

Date: Tuesday, November 24, 2015 - Wednesday, November 25, 2015
Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: To learn how to gather information and understand their are different types of
text forms.
Anticipated Challenges:

- Some students may struggle with the vocabulary and reading of the websites; allow
students to use Google Read-and-Write to assist with gathering information.

- Any who finish early may continue to peruse the site and play some of the games.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can follow directions given on finding and using information to answer a specific
question.
Specific Learning Outcomes:

Grade 1:

- follow spoken directions for gathering ideas and information (3.1.4)

- use questions to find specific information in oral, print and other media texts (3.2.3)

- match information to research needs (3.2.5)

Grade 2:

- recall and follow directions for accessing and gathering ideas and information (3.1.4)

- use given categories and specific questions to find information in oral, print and other
media texts (3.2.3)

- recognize when information answers the questions asked (3.2.5)

Resources and Materials:

- Portable laptop cart
- http://kids.nationalgeographic.com/animals/
- http://www.animalfactguide.com/animal-facts/
- http://www.kidsplanet.org/factsheets/map.html
Relevant Background Knowledge to Teach Lesson:

- Teacher: do research on sites that could be helpful for students to look through for
finding information. Have a general idea of what type of information can be found on
these sites.

- Student: an understanding of how to gather information.
Assessment:

- I can follow directions given on finding and using information to answer a specific
question.

- Gather Evidence: Observations, discussions with students

- Teacher Feedback: as students are gathering information, conference with them to
discuss their findings.
Lesson:

- Review with students what weve discussed in our writing class with report writing; the
difference between a narrative and expository book, gathering information by using
specific theme (what it looks like, relatives, where it lives), using own words in writing,
finding a picture.

- Review the report writing assignment; students will be choosing an animal to research.
Hopefully everyone had enough time to decide on an animal they wanted to research
during the previous class, if not, allow students to have 10 minutes to finalize their
animal. Record these on the class list.

- Explain to the students that today we will be using the laptops to find information on
our animal that answers the question, What are some interesting facts about the
animal you have chosen?

- Show students the graphic organizer they will be using to plan their report papers.
Explain that they will need to find four interesting facts about their animal and record
them on the graphic organizer. Tell students that they can put a checkmark on any of
the sites that they used, that way we can source where we get our information from.

- Remind students where they can find the website links they can go to to find an animal
they would like to research.

- Remind students that they are welcome to use Google Read-and-Write to hear
information about their animal.

- Allow students to one at a time get their laptop from the portable station.

- Students will have Tuesday and Wednesday to research their animals. Any who do not
have their information by the end of class on Wednesday will work on it during the
computer class. Students will begin writing their reports of Thursday.

- For any students who are struggling with finding the information after Tuesdays class,
work with them more one-on-one on Wednesday.

Closure:

- Explain to students that in the following days, we will be continuing to do research on
our animal.

- Students will have until the end of Wednesdays computer class to finish their research.

- Thursday we will begin to write our reports.
Reflections and Next Steps:

Title: Report Writing; Initial Individual Practice_Writing

Date: Thursday, November 26, 2015 - Monday, November 30, 2015
Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: To learn how to gather information and understand their are different types of
text forms.
Anticipated Challenges:

- Some students may struggle with the vocabulary and reading of the websites; allow
students to use Google Read-and-Write to assist with gathering information.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can can group ideas together and show the main point in my own words.
Specific Learning Outcomes:

Grade 1:

- group ideas and information into categories determined by an adult (1.2.2)

- identify or categorize information according to sequence, or similarities and differences (3.3.1)

- represent and explain key facts and ideas in own words (3.3.3)

- recognize and use gathered information to communicate new learning (3.3.4)

Grade 2:

- record ideas and information in ways that make sense (1.2.2)

- categorize related ideas and information, using a variety of strategies, such as finding
significant details and sequencing events in logical order (3.3.1)

- record key facts and ideas in own words; identify titles and authors of sources (3.3.3)

- examine gathered information to decide what information to share or omit (3.3.4)

Resources and Materials:

- Planning Sheets
- Writing Template page
Relevant Background Knowledge to Teach Lesson:

- Teacher: understanding of what the students are expected to do for the report.

- Student: background knowledge on their animal and what makes it interesting to
them. Understanding of what plagiarism is.
Assessment:

- I can can group ideas together and show the main point in my own words.

- Gather Evidence: Observations, discussions with students

- Teacher Feedback: as students are working, conference with them to discuss their
writing.
Lesson:

- Review with students what weve discussed in our writing class with report writing; the
difference between a narrative and expository book, gathering information by using
specific theme (what it looks like, relatives, where it lives), using own words in writing,
finding a picture.

- Review the report writing assignment; students have chosen an animal to research and
have spent some time researching interesting facts about them. By this point everyone
should have the information they need on their planning sheets and can begin to write
their report.

- Show students the writing template they will be using to write their report papers.
Remind students that they will need to re-write their interesting facts and have to use
their own words. Remind them of the Arthur video we watched.

- Students will have until Monday to finish writing their report on the their animals.

- For any students who are struggling with using the information in their report after
Thursdays class, work with them more one-on-one on Friday and Monday.

- When everything is complete, students will do a desk clean, then catch up on any
unfinished work, then may Read to Self from their book box or do Work of Writing.
Closure:

- Explain to students that in the following days, we will be starting to do research on our
animal.
Reflections and Next Steps:

Title: Report Writing; Initial Individual Practice_Self-Editing

Date: Monday, November 30, 2015
Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: To practice procedural writing.
Anticipated Challenges:

- Students may have difficulty editing and finding mistakes in their own work. Provide
them with a checklist of things to look for.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can look through my own work for spelling and letter formation mistakes.
Specific Learning Outcomes:

Grade 1:

- check for obvious spelling errors and missing words (4.1.3)

- print letters legibly from left to right, using lines on a page as a guide (4.1.4)

- use appropriate spacing between letters in words and between words in sentences (4.1.5)

- write simple statements, demonstrating awareness of capital letters and periods (4.2.1)

Grade 2:

- check for capital letters, punctuation at the end of sentences and errors in spelling (4.1.3)

- print legibly and efficiently, forming letters of consistent size and shape, and spacing words
appropriately (4.1.4)

- use margins and spacing appropriately (4.1.5)

- write complete sentences, using capital letters and periods (4.2.1)

Resources and Materials:

- Initial draft of writing

- Snow Monkey Report on Smartboard
Relevant Background Knowledge to Teach Lesson:

- Students: How to write a report.
Assessment:

- I can look through my own work for spelling and letter formation mistakes.

- Gather Evidence: Observations, discussion with students about procedure theyre
using.

- Self-Feedback: looking through own work to determine what errors they have made.
Lesson:

- Prior to class, change some of your report from the Snow Monkey to include
grammatical and spelling errors..

- Review with the students that we were able to write a report about an animal. By this
point, everyone should be finished with their reports.

- Explain to students that part of being a good writer is to go back through your work
and look for mistakes that you made and to correct them, this is called editing. Tell
students that you want to check through you work from the previous days and look for
the mistakes you may have made. Tell students that were only going to focus on capitals,
periods and our Word Wall words.

- Have students review with you where we should find capitals and periods in our
sentences.

- Show students your report writing with the grammar errors. Model to the students
what it looks like to edit your work. Say that first you're going to look for periods. Ask
students where periods need to go in our writing, then make sure you have a period at
the end of each sentence. Use checkmarks to show that you have checked the sentence.

- Next say that youre going to make sure capitals are only where they are supposed to
be. Ask students where we put capital letters. Go through each sentence and make sure
you have a capital at the beginning of the sentence and any names. Remove capitals
where they don't belong. Again, use check marks to show that you looked at each
sentence.

- Then tell students that you are going to look for properly formed letters.

- Lastly, tell students that you want to check your Word Wall words. Read your sentences
slowly, when you come to a Word Wall word, stop and say that's a Word Wall word, I
should double check that I have it spelt correctly. Then stop and look at the word and
how it's spelt and correct yours if you need to. Again use checkmarks as you go.

- Tell students they will need to go through their writing today and edit their work,
looking for capitals, periods and Word Wall words. Allow students to use coloured pencils
to check mark their work to ensure that they edited all the required areas.

- Once students have checked a certain area of editing, they will give it a checkmark to
say that they have finished.

- While students are working on their editing, conference with individual students with
their writing piece.

- At the end of class, have the students hand their work in to you. Over the weekend, go
through each students work and write down feedback on each child. Look for capitals or
periods that they missed. Any incorrectly slept words, write them on a sticky and attach
them onto their work so that the students may use this as a reference when they
transfer their work into a final draft. Add comments of how they can improve their
writing.
Closure:

- Inform students that during their next writing class next week, that they will be rewriting their first drafts into a good copy.
Reflections and Next Steps:

Title: Report Writing; Initial Individual Practice_Teacher Editing

Date: Wednesday, December 2, 2015
Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: Editing our work is an essential part of being a writer.
Anticipated Challenges:

- Some students may struggle with how they need to correct their work. Conference with
the individual students and explain what each editing mark represents.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can look through my own work for spelling and letter formation mistakes.
Specific Learning Outcomes:

Grade 1:

- check for obvious spelling errors and missing words (4.1.3)

- print letters legibly from left to right, using lines on a page as a guide (4.1.4)

- use appropriate spacing between letters in words and between words in sentences (4.1.5)

- write simple statements, demonstrating awareness of capital letters and periods (4.2.1)

Grade 2:

- check for capital letters, punctuation at the end of sentences and errors in spelling (4.1.3)

- print legibly and efficiently, forming letters of consistent size and shape, and spacing words
appropriately (4.1.4)

- use margins and spacing appropriately (4.1.5)

- write complete sentences, using capital letters and periods (4.2.1)

Resources and Materials:

- Students planning; first draft sheets
Relevant Background Knowledge to Teach Lesson:

- Teacher: The CAFE Program and how to introduce topics to students

- Students: previous experience with procedural writing
Assessment:Assessment:

- I can look through my own work for spelling and letter formation mistakes.

- Gather Evidence: Observations, discussion with students about procedure theyre
using.

- Self-Feedback: looking through own work to determine what errors they have made.
Lesson:

- Explain to students that last night you took their procedural writing home and
underlined all of the things that they needed to fix, focusing on capital letters, periods,
word wall words, finger spaces and if their sentences made sense.

- Inform students that in today's class they will be editing their work and fixing those
mistakes.

- Explain to students what the colour coded marks mean; Capital letter, period, misspelt
word

- For the rest of the class, students will work on correcting their first draft. As students
are doing this, go around and help students where they need it.

- When students finish they may grab their book box and read silently to themselves.
Closure:

- Explain to students that in the next class they will begin to write the final draft of
their report.
Reflections and Next Steps:

Title: Report Writing; Initial Individual Practice_Typing Final Draft

Date: Wednesday, December 3, 2015 - Friday, December 4, 2015
Year Level: Grade 1-2
Overall Time Frame: 30 minutes
Big Idea: The ability to type is a valuable skill to have in our society.
Anticipated Challenges:

- Some students may struggle with the vocabulary and reading of the websites; allow
students to use Google Read-and-Write to assist with gathering information.
Diverse Learner Needs:

Low: Record expectation
of behaviours on chart
paper for easy reference
and refer to them often.

Medium: Have instruction

sheets at each material
center to explain how they
use the materials during
Word Work.

High: Allow students to work

on more challenging words that
they find around the classroom
after competing the word list
provided.

Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.

High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.

Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
activity prior to beginning.

Key Learning Goal(s) / Criteria:

- I can type information and use pictures to add details to my work.
Specific Learning Outcomes:

Grade 1:

- explore and use the keyboard to produce text (4.1.6)

- use words and pictures to add sensory detail in oral, print and other media texts (4.1.9)

- add such details as labels, captions and pictures to oral, print and other media texts (4.3.2)

Grade 2:

- explore and use the keyboard to compose and revise text (4.1.6)

- choose words, language patterns, illustrations or sounds to create a variety of effects in oral,
print and other media texts (4.1.9)

Resources and Materials:

- First Draft paper

- Laptop Cart

Relevant Background Knowledge to Teach Lesson:

- Teacher: How to use powerpoint to share information.

- Students: basics of the keyboard and using it to type letters.
Assessment:

- I can type information and use pictures to add details to my work.

- Gather Evidence: Observations, discussion with students

- Teacher Feedback: conference with students as they are working and provide
suggestions and help.
Lesson:

- Tell students that today we are going to be producing our final draft of your report.

- Explain to students that they will be using the computers to type their edited report
into a Google Slides presentation.

- Demonstrate for the students how they can use Google slides by modelling on the smart
board.

- Model the steps one at a time and show them how they can edit the slide to
personalize it. Tell students that they may need to change the font colour or positions
depending on what layout they chose to use.

- Demonstrate how to change pictures, type and change text colour, themes and
repositioning the layout.

- Once you have modelled how to use Google Slides, do a quick self-reflection to see if
students feel confident that they can use the program.

- Allow the students to grab a computer one at a time and have them log onto their lap
tops. Once everyone has logged on and computer are booted up, demonstrate again how
to find the program they want to use and have students follow along with your steps on
their own computers.

- Once all of the students are where they need to be and they feel comfortable with the
program, allow the students to begin typing their information onto their presentation.
Have them put one interesting fact on each slide and find a picture for each fact.

Wednesday Computers, Thursday/Friday Writing Classes

* If time is still needed to complete their presentations:

- Tell students that today we are going to be producing our final draft of your report.

- Explain to students that they will be using the computers to type their edited report
into a PowerPoint presentation.

- Allow each student to grab a computer one at a time, take it to their desk, open it up
and log in. Once they have logged in, have them sit with their hands resting on their
head while the computer boots up.

- Once all of the computers are booted up, review with the students how they can use
PowerPoint to add text, photos and slides into their presentation.

- Allow the students to begin typing their information onto their presentation. Have them
put one interesting fact on each slide and find a picture for each fact.

- If students are finished with their typing, you can show them individually how to add
transitions and some of the other cool features of PowerPoint.

Closure:

- Thursday: Tell student that we will finished up our presentations during the next class.

- Friday: Have a quick mini-lesson with the students about the importance of reflecting
and thinking about the information we use. Have the students do an exit slip which
meets the following outcomes:

Grade 1:

- talk about information-gathering experiences by describing what was
interesting, valuable or helpful (3.4.3)

Grade 2:

- answer questions, such as What did I do that worked well? to reflect on
research experiences (3.4.3)
Reflections and Next Steps:

Grade 1

What did you find most interesting?

Use a

to show what site was most helpful to you?

Grade 2

What was the hardest part of this project?

What part of the project shows your best work?

Use a

to show what site was most helpful to you?