Teacher: Miss Tyndall Date: November 16, 2021 Grade: 4&5

SUBJECT: language LESSON TOPIC: procedural writing continued

INTENT/LEARNING OBJECTIVES:

This lesson is meant to solidify students’ understanding of procedural

writing. They have done several examples of this, both using whole group and
individual activities, so this lesson will essentially wrap up all they have
learned in the previous lessons. The objective is to have students use their
creativity and interests to complete a task on their own, with minimal help
from the teacher.

MATERIALS/RESOURCES

This lesson will consist of a quick introductory activity, which will be

conducted with the SmartBoard. A slide show has been created for this
purpose. Students will only need the paper handout, which I will provide for
them. They will also need pencils, and possibly something to colour their
superhero.

PRIOR LEARNING

Prior learning will be activated by the introductory activity. Students are

asked to come to the board, arrange one step in the sequence on the board
for a given topic, and then subsequent students are called to do the same.
They have done this activity for two days in a row, but with various topics.
For this lesson we will do “How to grow a garden”. This activity will get them
thinking about sequential writing so that they can apply this to the second
activity, where they create their own superhero.

LEARNING GOALS

Students will demonstrate what they have learned not only in the
introductory activity (and how well they do in it), but by successfully
completing the superhero activity with minimal to no instruction from
teachers. We are looking for evidence that students understand how to
break a task up into steps, correctly order those steps, and effectively
communicate exactly how to move through those steps.

PLANNED LEARNING EXPERIENCE (Indicate W/S/I)

Introduction: (Hook/Provocation)

Smartboard presentation activity (hands-on, interactive) – students called

one by one to board to move one of the steps in the sequence to where they
think it should go. Then at the end we go through the sequence as a class to
correct any errors

Body: (Give details about activities that will support learning experiences)

My Superhero - The main activity for today is for students to create their
own superhero and draw it on the worksheet. After doing this, they must list
the steps involved in drawing this superhero, with the idea that anyone would
be able to replicate their drawing if given those instructions.

Closure: (How will students demonstrate their learning?)

Once they have completed this task, they will hand it in for it to be graded.
This is how I will check for understanding of the concept of
sequential/procedural writing.

This is IT! (inquiry and thinking)

Students are constructing their own learning as they are not simply listing
the steps for a given topic that might be familiar with them, but they
actually have to create the drawing first before having to describe how to
draw it. This means that they are essentially inventing both the finished
product and the steps to produce it.
(Have can I provide opportunities for collaboration, creativity,
communication and/or critical thinking)
Creativity can be clearly seen in this activity, as they are not provided with
any guidelines in terms of their actual superhero. This will lead to a variety
of ideas. I will stress that creativity is an important part of this piece.
Unfortunately, due to Covid-19, I cannot provide opportunity for
collaboration other than with the introductory activity when the entire class
is focused on one central activity.

ASSESSMENT

Formative Assessment (Assessment for and as learning)

Students will have the opportunity to correct the mistakes of themselves or

their classmates during the introductory activity. This will demonstrate
learning, as well as allow other students to see where their error was and
how to fix it.

Summative Assessment (Assessment of learning)

The superhero assignment will demonstrate which student understands the

tenets of procedural writing, and which are still struggling to fully grasp this
concept.

MODIFICATIONS/ACCOMMODATIONS

In terms of accommodations, we have some students who have an IEP or are

ELL learners. Our ELL student goes to a separate classroom during this time
to work with the teacher designated for ELL students. Our IEP students
also go to a separate class at this time.
For students who do not yet grasp this concept, I will make sure to highlight
all of the main features of procedural writing in the introductory activity.

STUDENT REMINDERS

(Before they go off to work independently, what 3-4 things do they need to
remember)
Use the entire sheet, each of the seven steps should be filled.
The more specific the better.
List ALL the materials needed.
Be creative and use your interests to make the superhero special to you.

LEARNING SKILLS AND WORK HABITS

(List and explain which learning skills and work habits may be highlighted in
this lesson- Growing Success Document)
Self regulation: have to monitor their own pace in order to make sure
the assignment is completed on time. This is not a take-home activity.
The topic is meant to be creative, and draws on student interests
expressed to me. Thus, students should be engaged with the task.

Responsibility: As the main task is independent, students will have a

responsibility for their own completion of and success in this
assignment. They have a responsibility to recall past lessons, instead of
asking the teacher for help or an answer.

Organization: Ideas must be expressed in an organized fashion using

the sections provided in the worksheet. Students also have to organize
their thoughts.

Independent work: Students will have to complete the superhero

assignment independently, and thus demonstrate that they are able to
do so without talking, copying off of others’ papers, or getting off task.

Collaboration: This is done during the initial activity, where students

have to work together to correctly arrange the steps of an activity.

Initiative:
SUBJECT LINKS

(Are there any relevant curriculum connections that you can make)

REFLECTIONS