Teacher Breanne Furlanich Date March 23, 2022

9:40 – 10:05
Start Time 10:30-11:30
School Coalhurst Elementary School
Stop Time (1.25 minutes)

Grade /
Subject Grade 3 and 4 ELA. Unit/Topic Fractured Fairy Tales

OUTCOMES FROM PROVINCIAL PROGRAM OF STUDIES

General GLO 3
Learning
Outcomes:
Specific
3.3: record ideas and information that are on topic
Learning
Outcomes:
LEARNING OBJECTIVES
Students will be able to:
1) SWBAT identify expert words
2) SWBAT identify main ideas and topics
3) SWBAT identify teaching tone
ASSESSMENTS
Key Products/Processes Math center worksheets.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Butterflies (Get Epic)  Box worksheets
 https://www.youtube.com/watch?v=mkZo2zVKJR4  Characteristics of information writing anchor
chart.
 Mentor text via epic (butterflies)
 Smartboard and computer up and running.
 Pencils.
PROCEDURES
Prior to lesson Upload butterflies via get epic.
Print out all the worksheets beforehand.
Grab an assortment (at least 10) informational books from the library.
Set up chromebook beforehand.
Introduction Time
Allotment
Consider: Write on board informational writing. Approx. 25
 Attention Grabber minutes
 Assessment of Prior Share with students: We have done opinion writing, we have written
Knowledge
 Expectations and Routines fractured fairy tales together, and now it is time to begin doing
 Advance Organizer/Agenda information writing.
 Transition to Body
Elbow buddy discussions: come up with an explanation as to what
you believe informational writing is.
Provide approx. 2 minutes.
Have approx. 2 groups share their response.

Brief description of what is informational writing: nonfiction books

are information texts that write about true and real things. They give
facts and teach about a topic. (e.g., it is when a writer writes a text

Consider:
 ~15-20 minutes per activity
 Safety
 Relevance (the ‘why’)
 Multiple Modalities
 Questions and Intended
Responses
 Transitions
full of information and facts pertaining to a specific topic; for
example, the story you read about service dogs was an informational
text. The writer was the expert and we were the learners. The writer
gave us information about the topic, service dogs).
- Ask students if they have recently read any other
informational texts as of late.
To prepare us to one day become informational writers ourselves, we
first need to learn about the characteristics of information writing
(what is included in an informational text).
- Explain that in the next few days, you will learn about all the
characteristics. Today, you will learn about a few.
Body Time
Allotment
Pass out characteristics of informational writing anchor chart (put on Discussion
colored paper and place into protective sleeves); explain it needs to approx. 15
be protected and well taken care of because we will look back at it minutes
throughout the unit.
Centers: 40
Example & Discussion minutes
Go over characteristics for today:
1) Text is focused on a main idea and is supported by details,
facts, quotes, and ideas from the author.
2) Teaches you about a person, place, thing, event, or idea and
uses a teaching tone in the text
3) Expert words or vocabulary related to the topic.
Go over mentor text (butterflies via epic):
1) Show students cover page; what is the topic (what will the
information be about).
2) Read the first page. Before, explain a main idea (what is the
author teaching us about butterflies. Are they teaching
about their habitats, their diets, their behaviors?)
3) Informational writers use a teacher tone (they teach their
readers with their words). If I was talking about butterflies
and I said, “butterflies are the coolest ever!” is this a
teaching tone – does it teach me anything? No.
4) Informational writers are experts and use expert, specific
words about their topic. Let’s read the next page (page 7)
and see if we see any expert words that are specifically
about butterflies. What words did you see? (Would me
saying “flying, insect, etc” be expert words? No, because
they are not specific to butterflies. However, chrysalis is.
Questions and Extra Discussion
1) Show a few informational books. Ask students, by just
looking at the picture, what they think the main idea
(topic) is.
Ask students if they remember what a fact is (something
you can be proven to be true). Show one of the
informational books and ask students if they can think of
 one fact.
2) Show again an informational book. As students if they
believe this book is teaching about a person, place, thing,
event or idea. Has anyone ever read an informational
book? What was it teaching you?!
3) Explain that when you real the mentor informational text,
look for expert words. (Once you do this, have students
share the expert words they heard – you can show them
the glossary that explain the expert words).

Centers
Briefly explain to class the following centers:
(have a partner for Zophia, Levi and Michelle to read to them and
work with). Read the instructions found on the sheets
1) Expert words
2) Teaching tone
3) Topic and Main Idea
4) Be the Expert

Have students pair up as they would with their math centers.

Explain that each center will have 10 minutes. Afterwards, students
will move clockwise.

Set a timer on phone and give a 1-minute warning before time is up.

As this is occurring, be going around helping students.

Wrap Up/Closure/Cliffhanger Time
Allotment
Consider:
 Consolidation of Learning Share
 Objective-aligned Have students share their own mentor texts for things they found Approx. 5
Questions that they would like to try. minutes
 Communication Items
 Transition to Next Lesson
Extra activities or
-
diversifications
Lesson Reflection