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Lesson Plan Template ED 3501 Curriculum Overview Lesson

Lesson
Title/Focus

Teache
r

Liam McLaffertys Choice- March 22

Mrs. Stringam

LEARNING OBJECTIVES

Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
#4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
#5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others. (celebrate and build community)
GLO: #2

SLO:
2.2 Respond

to texts
4.1 Generate and focus
Students will:
Compare challenges & situations
Identify descriptive language/figurative language
Organize ideas in own oral, written & visual texts

ASSESSMENTS
Observations:

Students are engaged with the re-telling of a fairytale. Helps them get
ready to read for understanding.

Key Questions:

What were the choices made by the beast?


Why do our choices matter?
How do we know if we are making a good choice?

Products/Performan
ces:

Students engaged with re-telling/talking about choices/making


their pre-reading predictions.

LEARNING RESOURCES CONSULTED


Alberta Program of Studies
Coral James- LA lessons binder
Nelson Language arts what should I do?

MATERIALS AND EQUIPMENT


SMARTboard
YouTube
Nelson Language Arts book (page 2025)
Building vocabulary
Predictions Paper

PROCEDURE
Introduction
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1

Time

Working well with others


Contributing their ideas
Retelling
Video
Pre-reading (Vocab/Predictions)
Partner Reading
Re-assessment of your predictions
Choice- what is it?
Body
Turn to your elbow partner-tell the story of how the beast from
Beauty and the Beast was turned into a monster.
focus on the choices made by each character (who came to
the castle? Why? What was the princes response? Why did he
respond that way? If the lady was more beautiful would that
have made a difference?)
(1 minutes)

Adapted from a template created by Dr. K. Roscoe

Time
10
minutes

Lesson Plan Template ED 3501 Curriculum Overview Lesson


*Watch the first 3 minutes of the movie*
https://www.youtube.com/watch?
v=__x8CYAVMbk&spfreload=10&scrlybrkr
What choices did the beast make that made him turn the old
woman away? What choices made his heart so bad that the
enchantress turned him into a beast? Brainstorm 3 ideas of
what he couldve done.
*Discuss these ideas together as a class* (6-8 minutes)
List them on the board.
Introduce the story that we will be reading together.
It is fictional story about a boy named Liam McLafferty and we
are going to read about his choices. With a name like that
where do you think this story is going to take place? Who uses
language like wee ones or the lad (hint: what was the
celebration last week- St. Patricks Day)
On your Building Vocabulary sheet make a prediction of what
you think that story would be about? (Idea 1)

Assessments/
Differentiation:

Learning Activity
#2

Complete #1 on the Building vocabulary sheet.


1. Read phrases out loud (teacher)
2. Give 2 minutes for the students to make their own
guesses about what the phrases might mean. *I will be
popsicle sticking afterwards*
3. Circulate (look to meet up with the students that
struggle with comprehension)
4. Come back together as a class and pull popsicle sticks
(then popcorn) for ideas and predictions of the phrases.
Popsicle stick pull- for ideas on the board. Everyone needs to be
ready. Pre-warn the students that we will be pulling popsicle
sticks.
Before reading: Together as a class read Reading Tip (pg. 20)
student reader.
Reading Instructions:
1. Get into your pairs.
2. Picture walk through
3. Complete our Idea 2 (second prediction) in partners
4. Read Aloud (popcorn)
5. When you are finished work on Comprehension Qs 1 & 2
6. Have the students parrot back what we are doing
7. Put up the list on the SMARTboard for reference.
Put students into partners. (groups pre-determined and up on
the overhead)

10
minutes

Read the story 1 time through. Assess were your predictions


right? Complete questions (1&2) of the comprehension
questions together as a partnership.
Assessments/
Differentiation

Learning Activity
#3

picture read the story first and make predictions or


assessments.
Pair readers that need help with stronger readers. Have them
answer the questions.
During Reading: Circulate and check for understanding.
Complete Building Vocabulary & Check for Understanding
Questions after first read through.

Adapted from a template created by Dr. K. Roscoe

20
minutes

Lesson Plan Template ED 3501 Curriculum Overview Lesson


Read back through to make sure you are confident in your
answers.
Regroup and discuss:
1. Comprehension questions. (popsicle stick for answers)
2. Compare the choices of the beast to the choices that
Liam McLafferty had made. What were the
consequences? (positive, negative)
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes would
you make in your
planning? What
have you learned to
improve upon future
instruction?

EA

Stronger readers are paired with weaker readers. Will complete


the understanding questions together.
Closure
I can: compare different challenges/situations.
What is the differences/similarities of Liam & the beast?
What was 1 thing you learned about choice today?
Do we need more time to read and answer questions?
Letting them know when we are coming in.

Time
2
minutes
through
out
through
out

Put you sheet into your binder. Pull out your math books.
Reflections
We needed more time to complete this than 30 minutes. We spent a total
of 45 minutes on this activity.
Reading in partners was beneficial for students that struggle with reading
skills and stamina.
It was also effective for students to have a 2nd prediction with a partnerengaged both with the reading trying to see if their prediction was right.
Comprehension questions- needed to regroup and talk about them for
longer than 3 minutes, spent around 8 minutes discussing how it related
to the beast as well as understanding why someone would make those
kinds of decisions.
Good conversation happened with individual students checking for
understanding during activity. Sat down with a couple of students groups
to talk about their ideas/predictions.
Needed to re-group a couple of groups (1 student was gone, another 1
was ill)
Behaviours addressed at the beginning of class-shared with
expectations. Kept groups in the classroom that needed to be paired with
the assistant. (2 groups at the tables)
Sitting at the back between the half moon table and round tables.
2 groups sent back to work (not as strong readers and more severe
behavior group)
Guide discuss and push to be on task.
Follow the checklist at the front. Help with identifying unfamiliar words.

Adapted from a template created by Dr. K. Roscoe