Escolar Documentos
Profissional Documentos
Cultura Documentos
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.
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 Students will show their learning through the Students will be assessed on their
Instagram image to the class and image that they choose, and then through their presentation of the image, as well as the
explain why they chose that presentation when they explain their reasoning image itself.
particular scene behind this image. A rubric will be used to assess the
Instagram image and presentation
Do: Students will pick a scene that 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.
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.
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
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.