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Date

Class
Title
November 27, 2014
Primary 3
Literacy- Comprehension Small Group Reading
Pupils’ prior learning
Thinking skills and personal capabilities focus
The instruction for this week is based on Poetry. The students will be hearing Working with others: “listen actively and share
a new poem everyday. They have worked on rhyming words, and how to
opinions.”
express character’s thoughts and ideas.
Being creative: “learn from and value others ideas.”
Cross curricular skills focus
Differentiation
Talking and Listening: Students will “listen to and take part in discussions
By Support: the teacher will work in ability small
and explanations” as well as “communicate ideas and opinions”
groups- addressing the individual needs of students
through visual cues, slowing of speech, and reiteration.
Learning intentions
Suggested Success Criteria (AfL)
 The students will create thoughts and/ or sayings inside a fun speech
 I can complete a speech bubbles.
bubble from different point of views of pilgrims or turkeys.
 I can understand how the language of a speech
 The students will discuss and share ideas about the purpose of a
bubble is written
speech bubble and how the language should be presented.
 I can listen and respond to the teacher’s questions
Introduction
Role of the teacher
Collect the students during the literacy task board time. Take the group of
Facilitator- an important aspect of the teacher’s
students to the back of the classroom. Ask for a volunteer. Discuss how
work, acting as a mediator between the child or class
humans communication- talking, body language, etc. Draw the volunteer on
and the problem in hand.
the white board with speech bubbles. Model an example of two people
Presenter- this involves the teacher as expositor,
talking. Erase and ask for others to give examples. Switch one of the
narrator, questioner, explainer, and instigator of
characters bubbles to a thought bubble. Talk about the differences- thoughts
discussions.
are not heard, speech is.
Activity
Key Questions
Introduce the thematic activity for the day. Show the pilgrims and the turkeys
How can we express our thoughts in speech
with speech/ thought bubbles. Directly show the connection between what
bubbles?
we did during the introduction and what we will be doing with the pilgrims
How our character point of views different?
and turkeys. Remind them of the history of Thanksgiving. Model one
Why are speech bubbles important?
example of what each character would be thinking/saying. Have students
work at desks on completing on their own.
Plenary
Resources
After the students have finished, collect the students back together. Have
Speech bubble worksheets, white board, pencils
students share their work with the whole group.
Assessment/Monitoring
Participation in whole group discussion- working with others. Completion of the speech bubble worksheets- using the correct form
(thinking versus speech)