LESSON PLAN TEMPLATE

ELA: Personification + Facts 2&3

Date Lesson Title Grade Level
ELA
Time in Lesson Subject Lesson #
30 mins
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?
Grade 6 SS Example: 6.1.1.2, 6.1.2.3, and 6.1.3.1

3.1 Plan and focus

Focus attention:
Grade 3: connect prior knowledge and personal experiences with new ideas and information in oral, print and other media texts

Grade 2: relate personal knowledge to ideas and information in oral, print and other media texts

Objective in student-friendly language (Assessment Indicators)

What will students understand/experience/appreciate as a result of this
lesson? Assessment Strategies
Example: The student will explain… What will I accept as evidence of learning/development? Have I employed
The student will describe… formative assessment? Do I make use of prior assessments in this lesson?
The student will identify… NOTE: The assessment will correlate directly to the assessment indicators
(NOTE: Use observable, measurable verbs.
The student will know is not observable/measurable

By the end of this lesson students will… Formative:

-Define personification Observation: during group discussion to check for student
-Use facts about animals of India to create a personification of said understanding of personification.
animals. Circulating around the room to provide feedback to students on what
they should keep doing and what they can do to improve.

Idea for formative assessment on defining personification:

Adapted from Wiggins, Grant & J. McTighe (1998)

 -give an example of a personification and facts texts from literatures
and ask student to identify personification in the text.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Smart board + laptop projecting video and Jamboard
Cuaderno visuales for graphic organizers
-Visuals are used on the jamboard for the brainstorm section
-Students can choose write or draw their responses during the
brainstorm
-Teacher can help scribe students’ sentence to support those who
need help with writing

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?
NOTE: What is your lesson hook?

Video Hook:
https://www.youtube.com/watch?v=XWuPGKLJXe8 (start at 1:52 -)

Let students know they are about to watch a video of some fish in the ocean. However, there is something that makes these fish different. Ask
students to reflect on the following questions while they watch video:
-What makes these fish different?
-Why might we not find these fish in the ocean? What are they doing that makes them different?

(2 mins)

Learning/Activity Sequence (The Body of Your Lesson)

How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
NOTE: This section of the lesson place should include sufficient detail (that another teacher could teach your lesson).

What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Adapted from Wiggins, Grant & J. McTighe (1998)
What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
After watching, invite a few students to share their ideas on Students are participating in class discussion 5 mins
why these fish are different from fish we see in the ocean?
Example: They talk, clapping fins together like hands, the
shark is smiling, dory gets a nosebleed etc.

What are these fish acting like? Guide students in coming to

the understanding that the fish are being shown as having
human characteristics (they are acting like humans)

Ask students to think about the word personification Define

personification & write definition on board with students'
responses. Main idea: Giving human characteristics to
something non-human.

Watch the video again but this time ask half of the class to
reflect on what true facts do we notice about the fishes and
the other half to think about what human characteristic they
have( if they didn't get the human part) (what do they do in
the video that they would also do in real life?
Facts:
Great white sharks have a great sense of smell.

Conclusion: Even though the fishes in the movie are being

personified they still stay true to their animalistic
characteristics like how great white sharks in real have a
great sense of smell and eat other fish.

Explain to students they will write stories about their

animals of India and today they will focus on personifying
the animals using the facts they have researched about them
in science.

I do / We do students are participating in brainstorm activity through 5 mins

think-pair-share

Adapted from Wiggins, Grant & J. McTighe (1998)

Demonstrate graphic organizer on jamboard and explain that
we are going to personify this cat using facts that we know
about cats

Start with a name:

Thinks: What would they think about based on facts we

know about cats?
Says: What would a cat say if it could talk based on facts that
we know about cats?
Feels: What emotions does the animal feel? When would the
animal feel this emotion? .. based on facts
Does: What actions would they do if they were human?

After finishing the graphic organizer students will draw an

action that the animal does in real life and write a sentence
personifying the animal in their notebooks.

Grade 2: 2 sentences
Grade 3: 4 sentences

Ex:
Show the example of the drawing Draw the action of the cat
hunting a mouse and write the personifying sentence below

the cat [name] slowly crawled towards the mouse, licking her
lips. She grinned and said “Hello breakfast”.

To organize their ideas: by drawing the action of the 15 mins

Have students create the graphic organizer in notes and have
animal and writing a sentence to personify the action
them work on personifying their animals of India using facts
from their research.
students are personifying their own animals on the
graphic organizer using their information on the animals
Then they will draw an action that their animal does in real
of India research.
life and use a sentence to personify their animals.
Grade 3: 4 personifying ideas.

Adapted from Wiggins, Grant & J. McTighe (1998)

Ask students to repeat back the instructions to check for Grade 2: 2 personifying ideas.
understanding.

Help students and provide feedback.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
NOTE: How will your bring your lesson to a meaningful close?

Students can share what they had brainstormed with the class
2 mins.

PRE-SERVICE TEACHER SELF-REFLECTION

● How do you feel your students experienced this lesson?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

What went well: students were engaged in the activity they enjoyed imagining personification traits with familiar animals they had
researched. During the activity I noticed some students forgot facts from their animals. I then asked them to pull out their
information sheet where they gathered their research on their animal. If I were to do this lesson again I would ask the students to
use this sheet as a guide at the start.

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)