ELA Lesson 4

Stage 1: Desired Results

General
Learning
1.
Outcome(
s)
1. 1.1.0-Express ideas and develop understanding – revise understanding
and expression of ideas by connecting new and prior knowledge and
experiences
2. 1.1.2-Review, reread, discuss and reflect on oral, print and other media
texts to explore, confirm or revise understanding
3. 2.1.2-Use comprehension strategies – enhance understanding by
paraphrasing main ideas and supporting details and by rereading and
discussing relevant passages.
4. 2.2.1-Use prior knowledge – use strategies to supplement and extend
prior knowledge and experiences when interpreting new ideas and
information/use knowledge of authors, forms and genres, developed
during previous reading, to direct and extend reading experiences
5. 2.1.3-Monitor understanding; skim, scan or read slowly and carefully, as
Specific
appropriate, to enhance comprehension.
Learning
6. 3.3.1-Organize information – organize ideas and information creatively,
Outcome(
as well as logically, to develop a comparison or chronology, or to show
s)
cause-effect relationship
7. 3.3.8-Incorporoate new information with prior knowledge and
experiences to develop new understanding
8. 5.1.1-compare own with others’ understanding of people, cultural
traditions and values portrayed in oral, print and other media texts
9. 4.2.1-Attend to grammar and usage – use words and phrases to modify,
clarify and enhance ideas and descriptions in own writing
10. 4.2.8-Attend to capitalization and punctuation.
11. 2.4.1-create oral, print and other media texts related to issues
encountered in texts and in own life
12. 1.2.0-Consider the ideas of others – acknowledge the value of the ideas
and opinions of others in exploring and extending personal
interpretations and perspectives
1. By the end of this lesson students will read the second section,
discussing it together.
Learning
2. By the end of this lesson, students will define different vocabulary
Objective(
words, by finding them in the story.
s)
3. By the end of this lesson, students will practice how to summarize
information, by working in groups and giving a short presentation.

Stage 2: Assessment Evidence

 Reading the book together
Summativ
Formative  Doing the summary together
e
 NA Assessme  Doing the summary independently
Assessme
nt for formative feedback
nt
 Vocabulary words

Stage 3: Learning Experience

Tech  NA Resource  Novel
  Summary
worksheets/novel
workbooks
 Vocab packages
 Different coloured
sticky notes
s to
to Do  Markers/poster paper
Bring
 Photocopy of page
149 of reading
strategies book
 Summary flow chart
for younger students?
 Exit slips?
Time Content/Description Notes
Title: Modelling how to write a summary
 First, answer Jonas’ question about the authors
preface!
 Model how to write a good summary. Explain to the
class that yesterday I had not explained it good
and I found a better way to explain it today.
 Use page 149 in the reading strategies book. Make
the poster as I am explaining using colourful
markers.
 Then model it using the first section of the book.
Ask students if we should include the snowstorm
part and why or why not. Tell them I will not be Formative
including it because the author is jumping ahead or Assessment:
10 minutes foreshadowing what is coming, but I want to start Check for
at the beginning of the story and only use understanding
important details. while modeling
 The main character is Sam Gribley. He wanted to
run away from home and live in the wilderness.
But (what was the problem) he was having trouble
fish and to light a fire, so that he was going
hungry. So (what does the character do in
response to the problem) he found an old neighbor
man who taught him how to light a fire. Then (how
does it end up – connect it back to the problem
and what he wants) Sam was able to light a fire
and cook the fish he caught, so that he was no
longer hungry and cold and was able to survive in
the wilderness.
Formative
Assessment:
Title: Reading the first chapter of Section 2 Reading and
 Read the next chapter popcorn reading style or I asking
will read it (depending on time). questions
10 minutes
 Have students keep in mind the important events
 Ask questions throughout the reading (try for high Differentiation:
order questions) have younger
students read
less
Formative
Title: Do a summary together.
10 minutes Assessment:
 Do the summary together on the board (optional:
doing summary
 together
grade 9 can try do it as a group by themselves,
and then come read it to the class).
Differentiation:
 Have students identify what Sam wants: find
having grade 9
Gribley’s farm, what the problem is, how he
do it by
overcomes the problem and what the end result is.
themselves.
Title: Reading the next 2 chapters
 Have grade 9 read the next two chapters together Formative
out loud – stress this and tell them I will be Assessment:
checking. If time, have them answer some reading and
prepared questions. Give grade 9 sticky notes for asking
important events and vocab words questions.
 Grade 9 can do a summary on the two chapters
Differentiation:
individually. Tell them it will be graded, but I will
20 minutes have grade 9
give a chance to fix mistakes first.
do it by
 They will then find 5 words to write in their vocab
themselves. If
booklet.
not all grade 9
 Read with the younger students. Do popcorn students seem
reading but have them read short paragraphs and I ready, have
read more – so that it doesn’t take too much time. them join the
 Give them sticky notes for words and for important other students
events
Title: Doing summary individually.
 While reading, have students point out important
events by raising their hand. If they don’t, I will
give hints. Formative
 Have students write a summary only on the last Assessment:
20 minutes
chapter (about the tree). giving feedback
 Tell them it will be graded, but I will give them a on summary
chance to fix their mistakes.
 Students should then look up 3 of their vocab
words.
Title: If time – explain art
 Try to make time for this
 Have students split up their one paper into 10
boxes on each side.
Formative
 Explain again that the one side is for the
Assessment:
10 minutes characters and the other side is for the sections.
check for
 Give students time to work on this. While they are differentiation.
working on this and if there is time, hand out the
exit slip.
 Dismiss students by handing out money and
having them clean up supplies.

Reflections
and Follow
Up