You are on page 1of 3

School Name Crandall University

Lesson Plan Template #1 60-75 mins


Developed by: Tracy K Lynds
Grade level: Grade 4 literacy (language arts) Do you have a point of view?
Universal Design for
Learning
Representation
Book Two Antsby Chris
Van Allsburg.
-audio/visual
New Words in the book
shown on the 'Smart
Board'. Visual, linguistic,
intrapersonal
Journal-intrapersonal
Environmental topicsnaturalist
Mind Map=
intrapersonal.
Interpersonal, linguistic,
audio/visual, logical
(3.4) Responding orallyformative assessmentsverbal/linguistic
(3.5) Word wall-formative
assessmentsverbal/linguistic
(3.9) Journal reflectionsformative and
summative-intrapersonal
(2.6) (2.5) Peer groupsformative assessmentsinterpersonal
3.9)
Evaluate
personal observationsformative assessment
(Present information and
content in different ways)

Action and Expression


Response choices with
the reflective journal/
written or audio.
Choice in analyzing the
text in the book-pairs or
table groups.
Random selection for all
question areas.
Strategies used for
checking for understanding:
Random selection asteroid

Outcomes

GCO:Students will be expected to


respond critically to a range of texts,
applying their understanding of
language, form, and genre.
SCO:SWBAT-use their background
knowledge to question information
presented in print and visual texts.
-identify conventions and
characteristics of different types of
print and media texts that help them
understand what they read and view.
- respond critically to texts by asking
questions and formulating
understandings.
-identifying instances where language
is being used, not only to entertain, but
to manipulate, persuade, or control
them.

Assessment (formative/summative,
self/peer)

What prior data is informing your


instruction?

APK: As an entire class or table teams


we will develop a mind map containing
all of the styles of writing that we have
already been introduced to. We
discuss the points that make a piece of
writing persuasive, critical,
argumentative, expository etc.
Assessment: Formative- On going
observance of the proper use of prelearned vocabulary and the
incorporation of new environmentally
related language.
On going observance of the use of
language and the context it is used.
Peer-Analyzing, debating and
discussing various literary points of
view.

Required Materials,
Tools and Technology
-Head mics charged
-Flip Chart Paper

Markers
-Book Two Bad Ants
-Writing Material
-Class room audio
equipment
Two Bad Ants by
Chris Van Allsburg
(short book)
http://www.parl.gc.ca/HouseP
ublications/Publication.aspx?
DocId=5979593&Language=
E&Mode
=1(minutes from meeting at
The House of Commons.
Point of view from the largest
natural gas investor.)
http://www.parl.gc.ca/HouseP
ublications/Publication.aspx?
DocId=5327819&Language=
E&Mode=2&Parl=41&Ses=1&
File=12
(Minutes from
meeting at The House of
Commons. Point of view of
First Nations inquiry to the
chemicals involved with
hydraulic fracking.)
http://www.parl.gc.ca/Content/
LOP/ResearchPublications/20
14-08-e.pdf
(Research PDF file from The
Library of the Parliament
concerning hydraulic fracking
and the implications of it.)
All of the above websites are
from The House of Parliament
home page and are offered in
audio as well as written text.

Special Concerns
Set up reading circle.
Pull the blinds

app on Smart Board. Ask for


volunteer explanations, C4U
using popsicle sticks.

Summative-Final analysis of their


findings. Reflective journals.

(Differentiate the ways that


students can express what
they know)

Strategies used for checking for


understanding: Random selection
asteroid app on Smart Board. Ask for
volunteer explanations, C4U using
popsicle sticks.

Engagement
Start the session with
asking the class if they
have a point of view.
After analyzing the
book'Two Ants' and
discovering their
opinions on consumption
we will decid if the ant
has persuaded us to
change our mind. The
class will then analyze
pieces on a current event
to try to discover similar
elements from a piece.
They will then share an
opinion on what they
have read. (individual,
pairs or table group)
(Stimulate interest and
motivation for learning)

Timeline / Elaboration
Before (APK)
Focus Question
Do you have a point of view? What
does POV really mean?
During
SWBAT-use their background knowledge
to question information presented in print
and visual texts. They will be asked which
ant they agree with and why? What is the
ant doing, trying to persuade, present the
facts or state a point of view?
-identify conventions and characteristics of
different types of print and media texts that
help them understand what they read and
view. By using this strategy they will be
able to convey the message the ant is
sending in his dialogue.
- respond critically to texts by asking
questions and formulating understandings.
-identifying instances where language is
being used, not only to entertain, but to
manipulate, persuade, or control them.
This will be supported by the book.
Activity #1 will familiarize the class
with the book. Individually and
together they will discover and
discuss the cues they find to show
them the various types of genre. (ie)
persuasive, point of view etc.
Activity #2 will familiarize the class
with different styles of writing for a
purpose. They will discover voice,
point of view and persuasion through
a scientific current event topic.
Include information needed for the
balance of the lesson including
activities (including explanations)

Book on hand
room temperature fine.
Students sit down with
their reading mat teams.
Small group teams, and
table teams (lists in filing
cabinet)
Differentiation
Head mics ready
Students that are far
sighted may sit closer
when doing book walk.
Teams are made
accordingly to best
compliment their learning.
Follow the team
guidelines on file..
Strategies used for checking
for understanding: Random
selection asteroid app on
Smart Board. Ask for
volunteer explanations, C4U
using popsicle sticks.
Audio visual -Book
walk
IntrapersonalDiciding on a point
of view of the ants
and whose side
they would take
comparing the two
ants. Journal work.
Interpersonal-small
group work. Table
work and
discussion.
Naturalist- The
students can
develope an
opinion concerning
consumption and
their environment.
In-Class Support
Team captain s are chosen
on a weekly basis from
the popsicle stick jar and
their name is posted by
the light switch at the
classroom door. If that
person is absent, last
weeks team captain may
do the duties. Passing out
materials, helping with
clean up and being the
first in line ups.
If additional help is
needed facilitate the aid
of the EA.

Opportunity for individual/small


group instruction

Activity #1
Teaching Point of View with Two Bad
Ants, Grades 3-5
As a group we will read the book and
later work in pairs with additional
copies to analyze it. This lesson
provides students with the opportunity
to use illustrations and text to develop
an understanding of the point of view
of the characters. Students read the
story Two Bad Ants by Chris Van
Allsburg, work in pairs to analyze the
illustrations and text, and compare and
contrast points of view. Finally, they
reread the story, applying their
knowledge of point of view.
Activity #2
Students will work in small groups and
given a choice to pick a piece of
writing. The samples will be various
selections about hydraulic fracking
written from varying points of view.
The groups will analyze the samples
for the type of language used and how
that language lead them in their
decision in naming the type of writing it
is and who the intended audience is
for it.
(Fracking is a topic discussed in
science class in New Brunswick either
as a current event and in some areas
it is a part of You and Your World.
Reflective journals will be written on
their findings and what they have
discovered.(These samples may be
analyzed in audio form as well, choice
is given to the student)

Cross-curricular
Connections
Science: GCO students
will develop an
understanding of the
nature of science and
technology, of the
relationships between
science and technology,
and of the social and
environmental contexts of
science and technology.
-Students will develop the
skills required for
scientific and
technological inquiry, for
solving problems, for
communicating scientific
ideas and results, for
working collaboratively,
and for making informed
decisions.

Reflection
After this lesson is taught
I would address this
section to add or take
away elements that did
not apply to the individual
MI's that I would be
addressing in my
individual class on any
given term.
Also the current events
pieces may be updated
every year.

Here you would include the activities


themselves.
After

Reflective journals will be written on


their findings and what they have
discovered.(These samples may be
analyzed in audio form as well, choice
is given to the student)
Note: The boxes will expand as you add text, so everything will be visible when you print. You can delete
the extra blank lines that have been added to the cells.