Component One: Organizational Information

Student
Teacher Pramudi Fonseka Grade Grade 2
Name Level

Subject
English Language Arts Unit Picture Book Unit Part 1
Area

Component Two: Description and Rationale

The Circle of Caring and Sharing by Theresa “Corky” Larsen-Jonasson
Description/summar
y of picture book and
overview of lesson.
● The book is about two foxes who get into an argument, and Kokom, the owl,
suggests that they hold a sharing circle so that everyone can explain how
they feel about the issue and how it hurt them. The sharing circle helped the
foxes see how they hurt each other’s feelings and were able to resolve the
problems they had.
● Students use this book to understand how stories are structured to include a
beginning, a problem to occur, a solution to fix the problem, and an ending
to wrap everything up. I will use strategies such as a read-aloud in a circle
to engage with students and “I do, We do, You do” to teach students how to
write their own short story using the structure mentioned above and to
include characters and a setting in their story.

Students need to know how to identify the specific parts of a story and realize that a
story can be broken down into specific segments. This lesson also develops students’
creative writing skills as they use their imagination to create a story with a plot,
Rationale: characters, and a setting. Since I am assigning students to create a short story, they
can use aspects from their lives. This means that students can write about a
problem they might have faced and how they overcame this adversity.

Component Three: Learner Outcomes

Organizing Organizing Idea: Text Forms and Structures: Identifying and applying text forms and
Idea structures improves understanding of content, literary style, and our rich language traditions.
Guiding
Question
Guiding Question: How can the organization of ideas and information support the
Learning expression and understanding of messages?
Outcome Learning Outcome: Students explain how the organization of ideas and information within
texts can support the purpose or meaning of messages.

Knowledge: Stories, both real and imaginary, can follow a structure, including
beginning, problem, solution, and an ending.
Skills and Procedures: Create imaginative representations or dramatization of stories
Specific K, or that include characters, setting, and a plot.
U, or S/P.
Knowledge: Real information or ideas (non-fiction) can be accessed and shared
through a variety of digital or non-digital forms, including
● factual stories or images
● interactions with people and land
● information in other content areas

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Component Four: Learning Objective(s) and Assessment Evidence

Learning At the end of the lesson, students will be able to:

Objective(s ● Identify that some stories are structured to include a beginning, problem, solution for
) the problem, and an ending.
in your own ● Understand that literature can be used to explain information or ideas, in this case,
words. how to get along with people.
● Create a short story using characters, a setting, and a plot.

Component Five: Pre-Lesson Preparations

Curric uCurriculum Resourceslum Resources Materials Materials and EquipmentEquipment
● The Circle of Caring and Sharing book
● Presentation
● Computer
● Projector

Teacher Taskssks
● The teacher should make sure the projector is working and have the computer and projector set up so
no time is wasted.
● The book should be at the front of the classroom, standing so it is visible for students when they walk
into class

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotmen
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Attention
Ask students to raise their hand if they have experienced the situation:
Grabber
● Have you ever gotten into a fight with your friends?
● Were you able to fix the problem with your friend?
Advanced
● Did you feel better afterwards? 5 minutes
Organizer
Lead into today’s lesson: stories are structured to have a beginning, problem,
solution, and ending.
Description
and Rationale Presentation will define plot, which is the sequence of events in a book.
Describe how plots can be organized to show the beginning of a story, a
problem, a solution for the problem, and finishes with an ending.
5 minutes
Connect attention grabber to plot by describing how everyone has problems
that they must learn to fix so that all the individuals involved in the problem
can be happy.

Time
Activities Allotmen
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Learning Learning Objectives
Activity #1 ● Identify that some stories are structured to include a beginning,
● Learning problem, solution for the problem, and an ending.
Objectives: Stories,
● Understand that literature can be used to explain information or ideas,
both real and
imaginary, can in this case, how to get along with people.
follow a structure,
including beginning, 1. Gather students in a reading circle to read aloud the book.
problem, solution,
● Set the tone by allowing students to analyze the book (what
and an ending.
● Real information or do you think the book is? Who do you see?)
ideas (non-fiction) 2. Discuss the book after read aloud is completed:
can be accessed ● Break the book into chunks by first discussing the beginning,
and shared through
then identifying the problem, then talking about the solution,
a variety of digital
or non-digital forms and lastly, finding the conclusion.
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including: factual ● Beginning: What was at the start? What were some of the
stories or images, minutes
characters? Where were the characters located?
interactions with
● Problem: What happened next in the book? What happened
people and land,
information in other to the fox? Why do you think the two foxes stopped being
content areas. friends with each other?
● Solution: How were the two foxes able to stop fighting? Why
do you think it is important to talk about your feelings to each
other? Why do you think it’s important to get help from
others?
● Ending: What was the ending? What would you have done if
you were the fox?
● Write down students’ responses on the whiteboard and
organize them as beginning, problem, solution, and ending.

Transition Students return to their seats.

3 minutes
Learning I Do, We Do, You Do Strategy
Activity #2 1. I Do
● Learning objective: ● Teacher writes down a checklist for what a short story should
Create imaginative
have (students should write this down in their notebooks):
representations or
dramatization of ○ Characters (Is the character yourself? Is the character
stories that include real? How many characters are you writing about?)
characters, setting ○ Setting (Where are your characters? At home? A
and a plot
park? At school? In space? In a forest?)
○ Plot-the events that make up a story
■ starting from beginning, problem, solution,
and ending
2. We Do
● Both the student and teacher work together to create a short 25
story. minutes
● The teacher can ask students how many characters the story
should have, their names, where they are located, what the
problem should be, how to fix it, and how the story should
end.
● The teacher should use their computer to write the story and
project it onto the board so students can see the collaborative
story being written.
3. You Do
● Students spend the rest of class writing their short story,
where a worksheet is given to students. The worksheet is
composed of spaces to write down the plot, setting, and
characters and will organize their story. It should be done

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 next class as students will share their stories to peer-review
them.
Closure/Cliffhanger Time
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Transition/Closur Any
● Summarize what we have learned: what plot means, the structure of
e remaining
a story, how stories have the information we can learn from
time
Assessment of Formative assessment: answers to discussion questions, how well students
Learning: completed the You Do step for the short story.
Summative assessment: Short story worksheet completed by students.

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Component One: Organizational Information
Student Grade
Teacher Pramudi Fonseka Level 2
Name

Subject English Language Arts Unit Picture Book Unit Part 2

Area

Component Two: Description and Rationale

Description/su The Circle of Caring and Sharing by Theresa “Corky” Larsen-Jonasson
mmary of ● The book is about two foxes who get into an argument, and Kokom, the owl,
picture book suggests that they hold a sharing circle so that everyone can explain how they
and overview of feel about the issue and how it hurt them. The sharing circle helped the foxes
lesson. see how they hurt each other’s feelings and were able to resolve the problems
they had.
● Students will start the class by recalling the information they learned in the
previous lesson. Students will then have a brief lesson on how to give a peer
assessment and what it means to listen. Students will participate in the peer
assessment and will move on to recall the plot of The Circle of Caring and
Sharing. The teacher will discuss sharing circles and instructions on
participating in one. Students will then participate in a sharing circle to share
their experiences with the peer assessment activity. The sharing circle will
continue until all students have participated. The lesson concludes by
summarizing the lesson’s key points, and a personal reflection must be
completed by students about the sharing circle.
Rationale:
This lesson is important in students’ lives because the whole lesson centers around how
one can develop confidence. In my lesson, students will participate in peer assessment
and a sharing circle, which requires them to utilize their listening and speaking skills to
talk and share with others. Throughout these lessons, students will learn how to listen
correctly and speak with others kindly and participate in different activities that require
students to be vocal in front of others, thereby developing their confidence.

The lessons also incorporate FNMI knowledge as sharing circles are used by Indigenous
people. Students will learn how Indigenous people used sharing circles, why these
circles can be used today, and some information on the Plains Cree people.

Component Three: Learner Outcomes

Organizing Organizing Idea: Listening and speaking form the foundation for literacy development and
Idea
improve communication, collaboration, and respectful mutual understanding.
Guiding
Question Guiding Question: How can listening and speaking be developed to improve oral
Learning communication?
Outcome Learning Outcome: Students examine and adjust listening and speaking to communicate
effectively.

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 Specific K, Skills & Procedures: Participate in a sharing circle.
or U, or
Knowledge: Listening involves:
S/P.
● maintaining focus
● asking and responding to questions
● using appropriate body postures and gestures
● paying attention to the words, feelings, and behaviours of others
Knowledge: Listening and speaking skills can build confidence and be developed through
● discussions
● formal and informal presentations
● collaborative activities

Component Four: Learning Objective(s) and Assessment Evidence

Learning Skills & Procedures: students will participate in a traditional sharing circle used by
Objective Indigenous people for ages. During this time, students will take turns sharing about a prompt
(s) while those who aren’t speaking must listen attentively and respectfully.
in your
own Knowledge: students will understand what it means to listen to others. This means explaining
words. to students that listening goes beyond using your ears but also includes whether you can
engage with others through questions or convey appropriate gestures during a discussion.

Knowledge: students will learn how to improve their confidence by participating in

discussions or group activities which involve using one’s listening and speaking skills.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
● Information on Sharing Circles ● The Circle of Caring and Sharing
● Talking stick
● popsicle sticks
● “One star and a Wish” worksheet
● Whiteboards and markers

Teacher Tasks

● Have whiteboards and a marker already placed on student’s desk before class starts
● Print out “One star and a wish” Worksheet

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Component Six: Body (introduction, activities, closure)
Introduction Time
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Attention Revision with students using whiteboard: 5 mins
Grabber ● have white boards already placed on student’s desk with a marker to
reduce wait time
Advanced ● students write down their answers to questions based on the information
Organizer that was taught on the previous lesson:
○ What is the beginning of a story?
○ What is the structure of a story called?
○ How does a story end?
○ List the order of a story.
Description Give students the agenda for this lesson: Sharing their stories from the last class 2 mins
and with a partner, a little lesson on sharing circles and how to listen properly,
Rationale participating in a sharing circle and lastly, completing a personal reflection.

The whiteboard activity was to see their knowledge of the last class but also to
refresh their knowledge so they start remembering what the book was about.
Time
Activities Allotmen
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Learning Mini Lesson 20 mins
Activity #1 Students are given a mini-lesson on how to do a peer assessment. This is done
Learning not only to help students fix some of the mistakes they may have made in their
Objective:
short story but also as a warm-up activity to get them thinking about what
Listening involves
maintaining focus, vocabulary to use while they are giving criticism to their peers.
asking and
responding to Mini Lesson will include the teacher writing on the board to ensure the story has
questions, using
all the elements needed (beginning, problem, solution, ending, characters,
appropriate body
postures and setting).
gestures, paying
attention to the The teacher will also explain what activity we will be doing, which is “One Star
words, feelings,
and a Wish,” where students have to say one thing they liked about the story and
and behaviours
one thing they wish to see in the story.
Learning
Objective: The teacher will also emphasize the importance of being kind to people, as our
Listening and
words can hurt people. The teacher has to reinstate that we must be kind when
speaking skills can
build confidence we say our criticism and phrase it in a way that won’t hurt anyone’s feelings. The
and be developed teacher also states that the person receiving the criticism must listen to the other
through person properly. During this time, the teacher explains to students what listening
discussions, formal
involves.
and informal
presentations,
collaborative One Star and a Wish
activies Students will be randomly assigned into groups of 4 using popsicle sticks and
given a checklist on which they will write their names, which has all the elements
of a story that students can use to see if the story meets the criteria. It also has
some lines for students to fill out: “One Star and a Wish.”

Transition Students are told to hand the feedback sheet back to each other and return to 5 mins
their seats. Students can use this sheet to change their story if they wish to, and
the feedback sheet and the worksheet about structuring a short story will be
handed in the next class.

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Learning The teacher asks students to remember details about the book they read 30 mins
Activity #2 yesterday. Once that is done, students are asked to remember the book’s main (flexible)
· Learning point.
objective:
Guiding questions can be:
participate in
a sharing ● What was the problem that occurred?
circle ● how did it make the two foxes feel after?
● how did they fix the problem?
Mini-Lesson discusses what sharing circles are. Discussing:
● How Indigenous people use it
● About the Plains Cree people
● Why sharing circles are done
● The purpose of a talking stick
● how everyone gets a chance to speak
● How those who aren’t speaking have to listen carefully and be quiet
● How to listen properly

On the board, teacher writes down a couple of guidelines students have to follow
as they are going to participate in a sharing circle:
● no talking while others are talking
● listening properly and what goes along with it
● passing the talking stick to another student once you have finished talking

Sharing Circle
Students will participate in the sharing circle, where they discuss how their peer
assessment went and share if they would use the responses they received from
the previous activity to help write their story. I will monitor how students are
doing by looking to see if they are getting squirmish. If so, they can have a body
break, and we will resume the sharing circle. I will also check off the students
who participated in the sharing circle. If I notice that students are no longer
engaged in this activity, I can begin the next class by holding a sharing circle so
that the students who did not have a chance to share can do so.

Closure/Cliffhanger Time
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Transition/Clos Summarize critical points that were throughout the lesson, such as how to listen Any
ure and speak properly and what a sharing circle and why it is done. Remaining
Time
Students are told to complete a personal reflection on their experience
participating in a sharing circle. This response will be handed in either at the end
of this class or at the beginning of the next class.
Formative: how well students are speaking during peer assessment and sharing
circle, how attentive students are when listening to peers during peer assessment
Assessment and sharing circle, questions students answered, One Star and a Wish worksheet
of Learning: Summative: Students who participated in the sharing circle will write a personal
reflection. Students could use the following questions to guide their response:
● How did speaking in the sharing circle go?
● How did you feel as you were talking?
● What is one thing from the sharing circle that stood out to you?

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