Subject/Grade: Writing - What snowmen do Time:

Stage 1: Desired Results

Lesson Students will listen to the book “What Snowmen Do at Night” and then complete their
Overview: own writing projects detailing what they think snowmen do at night. After they have
filled the template and had their writing approved by the teacher, they will be given a
page of snowman appendages to colour and cut out. Their writing will become the body
of the snowman and the appendages will be attached. Students must finish their
letters to Santa prior to beginning this activity.
GLEs: Text Forms and Structures: Identifying and applying text forms and structures
improves understanding of content, literary style, and our rich language traditions.
SLEs: ● Stories and ideas that are imaginary (fictional) can encourage thinking about
and beyond what is already known.
Learning Students will:
Objectives ● Relate their own writing to the context and characters of the story book
● Compose an original piece of writing that compliments the book
● Apply their understanding of proper grammar and punctuation

Stage 2: Assessment Evidence

Formative ● Observe and help guide edits on student writing
Assessment ● Assessment points
○ Capitals
○ Proper punctuation
○ Full sentences
○ Story relates to the book

Stage 3: Learning Experience

Prior to ● Print off snowman Resources: ● “What Do Snowmen Do At
Lesson: templates Night?” picture book
● Print off writing ● Writing template
templates ● Snowman template
Time: Content/Description Differentiations/
Assessments:
Introduction:
New Learning: Creative writing
● Invite students to the carpet to listen
● Reread the book (this will be a second readthrough)
● Explain the activity
○ Show the writing template and tell students to
write about what they think that snowmen do at
night
■ Discourage them from choosing topics
that are already in the book
○ Once their writing is done, they will get a
snowman template to colour and cut out
■ The body of the snowman will be the
Subject/Grade: Writing - What snowmen do Time:
writing portion and the snowman parts
are the appendages to be glued on
● Students not yet completed their letters to Santa will
do so before beginning this activity
Transition: Send students back to their desks and have them
stand by their chairs. Call names on unfinished Santa letters
to come get them. Those left standing will be given a snowman
template
Body:
Learning Activity 1: ● Walk around and
● **Students MUST complete their letters to Santa observe for as long as
prior to beginning this activity possible
● Students write a short story about what they think ● Look for assessment
snowmen do at night points in their writing
○ Encourage original ideas not found in the book ○ be clear
● Students show the teacher, who will look for about these
assessment points and guide edits expectations
Consolidation: Clean up and get ready to transition into the
next lesson. Give time warnings close to the end.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
● Love the book and had some really cute ideas
● I have a couple students that fight me when I send them back to write more because as soon as
they know there is an art component, they rush through
○ I don’t know if not telling them about the snowman until after would be effective
because there is such a wide range of pacing in the class
2. Specific strengths of the lesson plan and delivery:
● I love teaching with literature, any opportunity to use a book is great
○ Kids stay more engaged
● I let the kids that were struggling with ideas take the book back to their desks with them and
it was very helpful
3. Specific weaknesses in the lesson plan and delivery:
● I have a lot of kids that will take any opportunity to do the minimum
○ Must explicitly state that I expect them to fill the page, not just give one sentence
responses
● Did not think to have an example of the finished product
○ Students struggled to interpret the auditory directs of how to put together the
snowman appendages
4. What must be addressed to improve this plan?
● Explicit expectations for length
● Explicit plans for when they’re done
○ These kids abuse the free draw paper drawer and they do not ask
● Make up an example of the finished product
○ Many students didn’t understand how to attach the appendages to the writing paper
5. How I have grown from this teaching experience:
Subject/Grade: Writing - What snowmen do Time:
● First lessons where I did not have any EA or TA assisting me with looking over assignments and
managing the classroom
○ I realize how important organization, order, and preventative classroom management is
in ensuring that no one and nothing gets missed
● Walked away from the lesson feeling very confident in my ability to manage and teach
effectively without intervention from others
○ A growing concern of mine had been whether it was something that I would be able to do
alone, and I can