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Lesson Plan

1. Lesson Plan Information
Subject/Course: Language
Grade Level: 5 & 6
Topic: Recount

Name: Jennifer Andrusyszyn

Date: Oct 10, 2014
Time: 10:10-10:40
Length of Period: 30 mins

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
For both Grade 5 and 6 they are the same in the Ontario curriculum documents:
Overall Expectation: Draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience.
Specific Expectation: 1.2 Generate ideas about a potential topic and identify those most appropriate for the

Learning Skills (Where applicable):

The students will be working on initiative during this lesson, as they will have to make an effort to answer the
questions and participate in this lesson (raising hands to answer questions).
The students will also be focusing on independent work, as they will have to begin brainstorming for their topics
of their recounting paragraph.

3. Content
Today learners will: (Learning Goal(s))
The learners will finish constructing the recounting paragraph with the teacher, edit and revise the piece. They
will also begin brainstorming on paper and thinking about their own recount paragraph that they will be writing
the following week.
What do I want the learners to know and/or be able to do?
The learners will be able to continue practicing their skills with the teachers assistance on the stages of the
writing process within their piece about recount. They focus this lesson on practicing their editing and revising
within the paragraph. The students will be able to brainstorm their own recounting piece and assess why it will
be a good topic. They should also be able to create the 5Ws from this big idea (or topic).

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
The students will be able to successfully come up with a big idea/topic and be able to ensure that the topic has
enough details to use for a recounting paragraph. They will create the 5Ws based on this. The students will also
be able to continue practicing their editing and revising skills within a writing piece.

Learning Skills:
Recording Device:
Initiative is being assessed through anecdotal notes and verbal assessments as the teacher will call on those who
do not often raise their hand to ensure they have an opportunity to take a risk to answer the question.

Independent work will also be assessed through anecdotal notes and a checklist consisting of the success criteria
created by the students and teacher for this particular type of writing.

5. Learning Context

A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
The learners will have the prior knowledge from the lesson previously taught which consisted of co-creating a
recount piece of the assembly for magazine orders that took place earlier in the week.

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
The teacher will make modifications for students that require different types of accommodation during this
process. There are currently IEPs in the classroom that identify students who require computer programs for
reading such as kurzweil, however for this specific lesson, no students require other assistive technology.
Behaviours are also identified and if they persist during independent work, the student will be given a quieter,
distraction reduced environment on the other side of the classroom where they will not be disturbing other
students or not allowing themselves to complete the task at hand.
Since there was a large handful of students absent from class during the introduction lesson (where the planning
sheets were discussed), there may be a time when these students are able to fill out these sheets or use them to
think about how they can relate them to what this lesson is about. If these students are still behind, a time will be
allotted during another part of the day to work through the lesson and planning sheets with these students to
ensure they do not fall behind and that they fully understand the material.

B. Learning Environment
The students will be seated at their individual seats for the lesson. Those who are facing the opposite direction
will have to turn their chairs around to see the smartboard. The smartboard will be used for the majority of the

C. Resources/Materials
- Whiteboard
- Dry erase markers/brush
- The students language notebooks
- Document camera/smartboard/projector

6. Teaching/Learning Strategies
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)

(3 mins)
Step 1: The hook will consist of asking the students to remember what they had for dinner last night and to join
with an elbow buddy and discuss for 1 minute about the dinner they had. This topic will lead into discussion
about using the past tense when telling a story that has previously happened and if they told you the story in
order. This topic will lead into the success criteria.

Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
(5 mins)
Step 2: The teacher will reintroduce the subject where the learning goal and success criteria are reviewed briefly.
This material will already be displayed on the smartboard for the students to see prior to the lesson. It will be
discussed here where bold beginnings belong (in what types of writing) and that for a recount piece, they are not
Below are the learning goal and success criteria for this assignment:
Learning Goal: to write a recount paragraph
Success Criteria:
- to create a big idea
- the writing should reflect personal experience or a point of view
- introduce the 5Ws (who, what, where, when, why)
- use sequence words (first, then, next, finally)
- write in chronological order
- conclusion should be a thought or a feeling about the big idea
- the writing is neat

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(10 mins)
Step 3: The recount paragraph written the previous lesson (yesterday) will be displayed under the document
camera for the students prior to the lesson. The recount paragraph is as follows:
The school went to the gym for an assembly two days ago. We went to the gym to learn about the magazine
orders. First we sat down in the gym in our class lines. Second the host said hokus pokus and we said everybody
focus. It was amazing and spectacular.
The teacher will explain that this would be our rough draft and it will need some work before it is finalized.
Together, the students and teacher will decide what they need to do to revise and edit this paragraph. There will
need to be only one introduction sentence covering all the 5Ws so there is no repetition for this section. There
will also need to be some sentences added to the sequence using words such as then and next to continue and
finish the story. Lastly, grammar and punctuation need to be fixed. For example, the last sentence should have an
exclamation mark rather than a period, etc.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
(10 mins)
Step 4: The teacher will talk about the big idea or the topic of their recounting paragraph. The students will be
using this for their brainstorming for the lesson. They will take this idea and expand from it using a web where
they will be able to discuss the 5Ws of their topic. If they cannot come up with all 5Ws, they will have to use
another topic that is better suited for this type of writing.
During this part of the lesson, the teacher will demonstrate an example of a web using different big ideas and
how to pick one that is best suited for the writing.
Teacher examples:
- What I ate for dinner last night (not a very exciting sequence of events and very dull)
- My Halloween costume last year (details are missing)
- My bike ride to Victoria Harbour (this is the one that will be expanded upon as it has the most
information and is the most exciting story of the options)
The teacher will discuss the planning step with the students and that it is ok to write incomplete sentences when
using point form for the brainstorming. It should just be for the notes and the main ideas. When the rough draft is
written, then the students will be using full sentences that they will create from their point form notes.

CONCLUSION: How will I conclude the lesson?

(2 mins)
The lesson will conclude by having two or three students come to the front of the classroom and share their big
ideas and brainstorming notes with the class so other students will be able to get an idea of how others are doing
it if they are struggling, or to see what the rest of the class is doing for ideas. This is also a way for some students
to become more comfortable speaking to their peers at the front of the room.

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?
This reflection is completed following the lesson:
- I need to personally work on some classroom management strategies to help the students not speak out
of turn or shout out the answers. A few suggestions for this is to try a new management tool such as a
game of stand up sit down to help the teacher see what students are understanding and to have the
students take a mental break and move physically within the parameters of their desks.
- The students did learn the material that I was teaching, however I believe that the students would benefit
from reviewing the material during another lesson to help them solidify their understanding and ability to
edit and revise their writing during the writing process.
- To effectively assist each student with their writing process, I can set up a teacher conference table
where the students who have questions or need extra assistance with a stage in the writing process have
the ability to come and have one-on-one help. To ensure those students who need some extra help are
getting it, they will be asked to come to the table to show the teacher the stage they are at and the teacher

will assist from there. The students will know that this part of the process is not for grades, but for the
teacher to see what needs to be worked on as a class-for a future lesson.
A good way that I can begin to ensure that the students are taking responsibility for their work and
completing it on time is to have a class list as a checklist to mark down what students have completed
their work on time. This should help with the students lack of motivation to complete their work and
give them some responsibility as the teacher will be checking it each time something is supposed to be
The class following this lesson will have the students continuing to work on their brainstorming and their
own rough drafts for their recount pieces.