Title of lesson Power of Imagination – The Magician’s Secret Grade Cycle 1 / Grade 2

level
Subject ELA Topic Writing
Relevance The students have been learning to write different types of texts in their journals while using
different “brain pockets” in their writing tools. Thus far, they have learned about writing about
memories and facts. In this lesson, I will be introducing the “Imagination Pocket” for their
writing tools so they can begin writing journal entries about themes from their imagination.

The lesson also serves the purpose of front loading for a future lesson where they will be
writing their own story.
Resources Required “The Magician’s Secret” book
Writing Tools folder
Pocket Journal
Pocket – handout
Writing Conventions board
QEP Subject Area ELA C1: To read, and listen to literary, popular and information-based texts.
Competencies
ELA C2: To write self-expressive, narrative and information-based texts.

Learning Objectives To write texts that stem from their own imagination, rather than their memories or facts.
Students will be reinvesting their knowledge and skills they have been developing since the
beginning of the term by writing a short imaginative text in their journals.

Essential Question(s) What is imagination?

Why is imagination important? Why is it important in writing?
What do good authors need to do when writing?
Lesson Introduction (hook):
Timing Gather the class around to listen to the story “The Magician’s
Secret” by Zachary Hyman and illustrated by Joe Bluhm.
“Today I would like to read to you one of my favourite
stories. It is called The Magician’s Secret by Zachary Hyman
15 mins and illustrated by Joe Bluhm. Has anyone read this story
before? Can anyone tell me what they think this story will be
about?”
Student will know:
As a result of this lesson, students will know
what the difference is between writing a text
that is based on a memory and writing a text
based on something from their imagination.
They will know that imagination can be
sparked by a prior experience.

Read Story.

Development (Learning activities – step by step sequential Students will understand:

procedure):
Students will demonstrate their
understanding of imaginative writing by
producing a small text as a journal entry.

Students will do:

After reading the story I will ask the students what they
thought about the story and if they know what the big idea of Write a short (4-5 sentence) text about
the story is. something from their imagination.

“What did we think about this story, everyone?” Cross Curricular Competencies:

“Can anybody tell me what the magician’s secret is?” CCC 4: To use creativity
 Students will have the freedom to
write something from their
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 “That’s right! It’s imagination!”
Use this opportunity to discuss the power of imagination.
“Imagination is one of the most important things that we, as
humans, have on Earth! Let me go back to this page (turn to
the page with the different achievements that mankind has
accomplished). Airplanes, cars, cameras, going to the moon;
these are all things that started in someone’s imagination. If
you can believe it to be real, then you can make it real.”
(See if students have anything to say or share about their
imagination or if they have a connection to the story)
Lead into the objective of the lesson: Imaginative writing.
5-10
mins “Of course, some things in our imagination make fascinating
stories.”
“What were some of the stories that the grandpa told?”
“Were any of them real, do you think?”
“Does it matter if they weren’t real?”
“Think of stories we’ve read like Rooter Remembers or Big
Pumpkin. They weren’t real, were they? But we still liked
them, didn’t we? Some of the best and most interesting
stories come from our imaginations. I want everyone to
close your eyes right now and go into your imagination
pocket in your brain and think maybe one or two ideas that
you would like to write about.”
Following the reading and discussion, I will send students
back to their seats to begin brainstorming and journal writing.
“When you go back to your seats, take out your Writing
Tools and go to your brain pockets page. I would like you to
5 mins
write down your ideas you have while Ms. Anne and I pass
around the pockets for you to glue to your sheet.”
“When you are finished, you can begin writing in your
journal. Pick one of your ideas and write 5 or 6 sentences.
What do good authors do?”
 Capital letters at the beginning of the sentence
15-20  Punctuation at the end
mins  Details (adjectives)
 Has to make sense
Pull out the Writing Conventions board so that it is
prominently displayed at the front of the room.
“Remember, that your writing has to be from your
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imagination. It can be about
anything they want.
 Students will imagine different
ideas before writing their journal
entries and see the process through
to the end.
CCC 9: To communicate appropriately
 Students must observe and abide by
the writing conventions they have
been honing since the beginning of
the year.
Broad Areas of Learning:
Citizenship and Community Life
 The students in the class need to
respect each other while they are
listening to the story, as well as
when they are writing in their
journals. By “respect” I mean they
need to remain quiet so that
everyone can hear and understand
the story. They must also be silent
when they are writing in their
journal so that other classmates can
concentrate on their writing.
Students can demonstrate the
democratic process in the classroom
by raising their hands (while not
calling out) to ask a question.
Universal Design for Learning/
Differentiation:
A couple of students in the class do not
speak English very well, and another student
has difficulty with his sounds. Therefore the
5-6 sentence requirement will be adjusted to
2-3 for these students.
They may also use the resources of the class
(sounds chart, dictionaries) to assist them.
 imagination. So does it need to be real? No! It can be make-
believe!”
Closure (transition): FORMATIVE - Assessment FOR learning:
While circulating the room, I will check to
Last 5 I will close the lesson by asking if anyone would like to share see what kinds of ideas the students are
mins or their journal entry with the class. I may also ask students as I putting inside their “Imagination Pocket” in
so of circulate the room if they would like to share their journal at their Writing Tools folder. I will check to
class the end of the class. see if the ideas they are putting down are
imaginative and, if necessary, I will
question them about their ideas.

If I notice that a student’s writing is more in

line with the “Fact” or “Memory” pockets
than “Imagination”, I will re-explain myself
to that specific student.

FORMATIVE - Assessment AS learning:

As they are writing, students will need to
use the writing conventions that they have
been practicing since the beginning of the
term.

They will have access to their Writing Tools

folder, as well as the tool kit at the front of
the class to remind them to check for the
following:
 Capital letters at the beginning of
the sentence
 Punctuation at the end
 Details (adjectives)
 Has to make sense
SUMMATIVE - Assessment OF learning:
N/a

This lesson is frontloading for a larger

writing assignment and will therefore not be
evaluated for a grade. I will be observing
where students are in their writing
Further considerations (follow up activities)

Students who finish their journal entries can draw a picture in the space at the bottom of the page. The drawing must
reflect what they wrote about and must also have details and colour.

Reflection:

Professional Competencies:

PC 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts.
 I will be doing a good deal of speaking during the lesson by both reading the book and explaining the writing activity to
the students. Therefore, I must communicate clearly so that the students understand the story and also understand what to
write in their journals.

PC 12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.
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  I want to pay special attention to this competency to ensure that I am democratically managing the class while
simultaneously ensuring that the students who require extra support have their needs met.