By: Rachel Hsieh (PJ APP 7)

Lesson Design for Meaningful Learning

Lesson Design for Meaningful Learning

Lesson Title: Pause, Predict, and Play! – Making Predictions (Literacy)
Date(s): Friday, November 27th, 2020 Class: Grade 2/3
Welcome In Welcome In
(Establishing Rapport) - Make eye contact
- Give a brief greeting
- Make a personal connection / Check-In Question
-If you could be a superhero / movie character for today, which
Hook one would you be and why? (related to the theatre theme in the
(Activating Background main lesson)
Knowledge)
Hook: A short activity that begins quickly and activates prior
knowledge, engages student interests and curiosity, focuses
(10 minutes) attention before the lesson begins

 A quick review of what was learned in the last class

-Brief review of making predictions if necessary
 A mindful moment where students breath, visualize, and/or
focus attention
-Starting with a quiet activity such as silent reading or doing a
mindfulness exercise as a class (helps students to feel calm and
relaxed prior to a more active lesson)

Sharing of Learning Share learning goals and the purpose for learning to make learning
Goals and Criteria for meaningful:
Success -Students will be able to predict and ask questions about what
they are seeing and hearing in the stories
-Students will be helping each other apply predicting within
(5 minutes) reading in a more tangible way

Share success criteria (what the students will know and be able to
do when they have learned this)
-I will make predictions before and during reading / watching
-I will learn how to read-aloud and act out a story
-I will attentively listen and be respectful of others (social
objectives)

Curriculum Grade 2 Reading Expectations under Comprehension Strategies

Expectations identify several reading comprehension strategies and use them
before, during, and after reading to understand texts (e.g., activate
By: Rachel Hsieh (PJ APP 7)

prior knowledge to ask questions or make predictions about the

topic or story; use visualization to help clarify the sights and sounds
referred to in the text; ask questions to monitor understanding
during reading; identify important ideas to remember)

Grade 3 Reading Expectations under Comprehension Strategies

identify a variety of reading comprehension strategies and use
them appropriately before, during, and after reading to understand
texts (e.g., activate prior knowledge through brainstorming and/or
developing mind maps; ask questions to focus reading and clarify
understanding; use visualization to clarify details about such things
as homes and clothing of early settlers; use pictures to confirm
understanding of printed

Educational Cross-curricular connections:

Connections -Connection to The Arts (specifically Drama) as students are doing
a dramatic reading / role-playing / acting out the story
-Connection to any other curriculum subjects based on the
content of the scripts / texts / books being used

Connections to students’ lives (local / global):

-Students are able to empathize and see different perspectives

Connection to Equity, Diversity, and Social Justice:

-Students are able to voice characters from stories of
marginalized people and those of the BIPOC community with
different texts
Input (Teaching) and Input
Modelling (Showing) Teach and show the content and skills students need to know to be
successful
I do it while you watch. -Introduce and / or review Reader’s Theatre to the students (live
I do it and you help. dramatic reading of a story)
-Explain that predicting can be done not only through reading text
and looking at images, but can be done in real-life contexts or live
(20 minutes) representations of stories

 Content Focus: Reading for Meaning (Comprehension

Strategies)
 Skills Focus: Making Predictions Before and During Reading,
Asking Questions, Oral Fluency
 Guiding Question(s) for listening, reading, and learning:

-What were the clues in the story that allow you to add to /
change your prediction?
By: Rachel Hsieh (PJ APP 7)

-How does the dialogue between characters in a story help you

make predictions?
-How can I recognize a good moment to make a prediction?

Model
Model examples that clarify understanding and make this learning
meaningful

Example #1:
-Distribute clipboards, paper, and writing utensils to the class
-Have two student volunteers come up to read the parts of two
characters in a short story in front of the class
-Show students a microphone that the volunteers will be using
and a remote you have that has a pause and play button (for
students, choose an object that simulates the microphone and
remote) and that when pause is pressed, the volunteers must
freeze and can only unfreeze when the play button is pressed
-When the volunteers are paused, explain that this is a moment
where students in the audience must predict what is going to
happen next and they write their predictions on their paper
-Once predictions are shared, the play button is pressed, and the
volunteers reveal what happens – the rest of the students either
accept or reject their predictions, explaining why

*Teacher must set up certain rules with passing the microphone

and “using” the remote*

Notes for Accommodations and Differentiation:

 2 students diagnosed with Autism Spectrum Disorder (may not
be able to concentrate for long periods of time or the connection
between text and photos need to be simplified more) – Domenico
& (other student)
 Content
-Stories / text can be altered to align more with the students’
interest
 Process
-Activity may need to be done visually through a video so that
there is less effect on learning from the behaviour of other
students
 Learning Environment
-Done in a quieter learning space could be beneficial for focusing
and concentration
By: Rachel Hsieh (PJ APP 7)

Guided and Observe, prompt, and possibly meet with a small group of students
Independent Practice to support guided or independent practice.

We do it. Student(s):
You do it. -In groups of 4, students are given roles as readers and audience
members
(20 minutes) -Teacher will give the readers the title, beginning and script /
story that they will be reading aloud to their audience and giving
the audience their materials
-Readers dramatically read / role-play the story as characters and
audience members pause and play throughout the story, writing
their predictions
-Once the story is over, all the group members examine the
predictions together and decide which ones can be accepted and
which ones are rejected

*If time permits, students can switch roles in their group with a
new script / text / book or present to a different audience /
group*

Content (circle one):

Reading Writing Math Science Social Studies Other

 Check in on progress
-Teacher is circulating between groups and making sure all the
students are on task
 Reteach content and skills
-Review about the purpose of predicting and why it is important
 Provide enrichment instruction
-If students get distracted with any element of acting, students
can do a sit-down read aloud of characters instead, so the focus is
more on the text and dialogue rather than movement / acting

Check for Content knowledge/Skills checks for understanding: Focus on

Understanding and learning goals and success criteria
Ongoing Formative
Assessment  Observations that focus first on strengths
-Praising students for reading with fluency and proper
(10 minutes) punctuation and for making meaningful predictions
 Conversations that support assessment and promote rapport
-Teacher reminding students that although this is a fun activity,
students need to show that there are responsible and capable of
By: Rachel Hsieh (PJ APP 7)

managing themselves and staying on task

Closure  Lesson review and wrap-up/Reflection

-Encouraging students to apply predicting when they are reading
(5 minutes) different types of books and through sources of media literacy
 Appreciations
-Students should be celebrating each other for the reading /
acting that they are doing (ex: giving rounds of applause like
people watching a play would)
-Teacher thanking the students for their creativity, imagination,
and energy that they brought into the classroom

Resources/Materials:
- Various short scripts / texts / stories that can be acted out by the students
- Item that represents the microphone that the readers are using and the remote that
the students in the audience are using
- Clipboards
- Paper / Sticky notes
- Writing Utensils

Assessment:

For learning:
 Observation
-Teacher is watching and regulating different groups based on comfortability, student
expression / behaviour, academic level, etc.
 Conversations/conferencing
-Students should be discussing with each other and the teacher about the predictions they
are making

As learning:
 Success criteria
-Students would be able to track their predictions and the achievement of their social goals
(ex: it is more important that everyone is trying something new in reader’s theatre rather
than everyone having a correct prediction of a story)

Of learning:
 Presentation
-Students role play / act out their story to other peers to see if others predict in similar or
different ways

Notes:
By: Rachel Hsieh (PJ APP 7)