Learning Plan: ELEMENTARY & SECONDARY1

Student Alessia Rossi (260991967) Co-operating Jill Davey

Teacher Teacher(s)
Date Wednesday Start/End 8:00-9:00 A.M. Room E-11
April 5th, Time
2023

Title of lesson Spring Umbrellas Grade Cycle 1, Grade 1

level
Subject English Language Arts Topic Adjectives
Relevance The students have already covered nouns and verbs. They are now learning about
adjectives to write descriptive sentences.
Materials/Resources 1. Umbrella stencil
Required 2. Writing stencil for umbrella sentences
3. PowerPoint
4. Materials for umbrella (stickers, buttons, decorative flowers etc.)
5. Whiteboards and markers (in students' desks)
6. Extension worksheet: Spring colour by sight word
QEP Subject Area Competency 2- To write self-expressive, narrative, and information-based texts
Competencies The students will be writing sentences with adjectives to explain their umbrella.

Competency 3- To represent her/his literacy in different media.

The students will brainstorm their lost umbrellas and use materials to make them.

Competency 4- To use language to communicate and learn.

The students are looking at and writing their peer's weather words and interacting
with each other (socially/emotionally).
Learning Objectives The students are reviewing what an adjective is. They will practice using them in
sentence writing.
Essential What is an adjective?
Question(s) What is an umbrella?
Why do we use umbrellas?
What is a flyer?
Why do we use a flyer?

Lesson Introduction (hook): 15 minutes Student will know:

Timin The teacher will ask the students to colour in an What an adjective is.
g umbrella without giving the students many
details. They must use two colours and two
elements from the table at the front of the desk.
Development (Learning activities – step by Students will understand:

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 step sequential procedure):
1. The teacher will ask the students to
define an adjective before beginning the
activity.
2. The teacher will tell the students they
will play a game with the people at their
school. They need to write clues for the
students to guess their umbrella.
3. The teacher will ask the students what a
flyer is and then explain what a flyer is to
the classroom.
4. The teacher will explain to the students
their task. The first step is to make their
umbrellas. The second step is to write
out their flyer using adjectives in each
sentence. The students will be reminded
of capital letters, finger spaces between
words, punctuation, and adjectives.
5. The teacher will have the students guess
which umbrella is theirs with their clues.
The teacher will have two umbrellas on
the board to display for students to see
but also to guess once the activity is told
to the students.
6. The teacher will model how to write a
sentence with the students with the other
umbrella.
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Why they need adjectives when describing a
noun.
How to incorporate adjectives into their
sentences.
Students will do:
They will make their umbrellas.
They will write out their descriptive sentences.
Cross Curricular Competencies:
Competency 1: Uses information.
The students will have prior information about
adjectives. They will use this information to
write out their sentences.
Competency 4: Uses creativity.
The students are using their creativity to color
and use materials for their umbrellas.
Competency 5: Adopts effective work methods.
The students will consider all aspects of what
they are asked to do. They will make their
umbrellas and write out their descriptive
sentences.
Competency 8: Cooperates with others.
The students will take turns taking the materials
from the basket for their umbrellas.
Competency 9: Communicates appropriately.
The students will manage their communication
process, as they will use their indoor voices.
Broad Areas of Learning:
Environmental awareness and consumer
rights and responsibilities:
The students understand that there are different
types of weather in Montreal. Rain requires us
to shield ourselves from getting wet. This type
of weather is experienced all over the world, not
just where we are.
Universal Design for Learning/
Differentiation/
The students will be following the English
lesson on the Smart Board. There will be a
PowerPoint following the lesson/worksheets to
display. The extension worksheet will also be
displayed.
 Closure (transition):
The teacher will ask any students if they want to
share their umbrellas. The students will clean up
and wash their hands for snack.
FORMATIVE - Assessment FOR learning:
The students will learn how to incorporate
adjectives in their sentences.
FORMATIVE - Assessment AS learning:
The students will ensure that they got wrote out
all required sentences with the appropriate
adjectives.
SUMMATIVE - Assessment OF learning:
The teacher will be walking around and
listening to the students interact with each other.
The teacher will read over their sentences to
ensure that adjectives are being used.

EDI Consideration:
Sehrish: The teacher will watch Sehrish color in/make her lost umbrella. The teacher will ask her questions
about the umbrella and listen to her answers. The teacher will then write her responses in a dot formation for
her to trace.
The color by sight word is modified to just letters instead of complete words (color by ABCs).
For visual learners: All worksheets will be displayed on the Smart Board and the lesson will be guided
through PowerPoint.
Further considerations:
The students will color in a spring color by sight word at their desks if they have finished all required tasks.

Reflection:
N/A

Professional Competencies:
Professional competency 2: Master the language of instruction
I will speak with proper language and communication during the duration of the lesson.

Professional competency 3: Plan teaching and learning situations

I will facilitate and plan the lesson. I will ensure that it is age appropriate and meet the objectives of the
English language arts competencies for cycle 1, grade 1.

Professional competency 4: Implement teaching and learning situations

I will implement the lesson in an appropriate manner. I will use various classroom management techniques to
ensure that the students stay on task and/or if they get too loud.

Professional competency 5: Evaluate learning

I will develop a learning situation where the students will take their prior knowledge and recognize what are
adjectives.

Professional competency 6: Manage how the class operates

I will control the classroom and have the students listen to instructions at essential times.

Professional competency 7: Take into account student diversity

I will differentiate my lesson for students who are visual learners (i.e., the powerpoint/ displaying the
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 worksheet on the board) and for Sehrish (dotting the words for her to copy after her umbrella is finished).

Professional competency 8: Support students’ love of learning

The students are using prior knowledge and using it to understand how adjectives make sentences more
clear/descriptive. I made the lesson fun, engaging and easy to understand. This allows for the students to love
what are doing, as they are making their own lost umbrella. No umbrella will be the same.

Professional competency 9: Be actively involved as a member of the school team

I actively worked with my CT to ensure that the lesson was appropriate for the grade level and something that
they would enjoy doing.

Professional competency 11: Commit to own professional development and to the profession
After the lesson, I will take the time to reflect on my professional development and lesson plan.

Professional competency 12: Mobilize digital technologies

I used the Smart Board to display my PowerPoint to teach the lesson. All worksheets were displayed on the
board.

Professional competency 13: Act in accordance with the ethical principles of the profession
I will act and behave in a respectful manner. If the students talk too loudly, I will use various classroom
management skills to bring them back to focus.