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LessonPlanningTemplate(BasedonWiggins&McTighe,DamianCooper&MB

Ed)
Grade/Course:Grade2EnglishLanguageArts
Unit:Owls
LengthofLesson:245minutelessons
Stage1DesiredResults

GeneralandSpecificOutcomes(Knowledge,Skills&
Attitudes/Values):
2.1.2.Comprehensionstrategies;explainanticipatedmeaning,recognize
relationships,anddrawconclusions;selfcorrectunderstandingusingavarietyof
strategies

EssentialQuestions:Thekeyquestionswewillanswerare
Whatdoyouthinkthisbookisaboutandwhy?
Whatmakesanowlabird?
Whatmakesanowldifferentfromotherbirds?

Studentswillknow...

howtousestrategiesandcuestoaccesspriorknowledge

howtocomprehendwhattheyarelisteningtoandextend
theirlearning

usepersonalknowledge

Studentswillbeableto...

Comprehendandrespondpersonallyandcriticallytooral,
literaryandmediatexts

Developunderstanding

Extendunderstanding

Organizeinformation
Stage2AssessmentEvidence(AssessmentAS/OF/FORLearning)
Pleaseindicatethepurposeofyourstrategybyusingacheckmarkunderthe
appropriatecategory.
AssessmentFor

(Formative)
AssessmentOf
(Summative)
AssessmentAs
Strategy(PerformanceTask,ObservationChecklist,Interview,etc.):
Studentswilllistentothebookandtogetherwewilldiscussthingsthatthey
know,andcompareittowhattheylearn
PlaytheOwlTaskCardgame
Maketheirownposterwith3thingsundereachcategoryofwhatowlscando,
whattheyhaveandwhattheyare

Criteria(Pleaselisti.e.Rubric,AchievementIndicatorsfromCurriculum,Student
orTeacherGenerated):
Observationofstudentsduringthestory,discussionandOwltaskcardsfor
attentivenessandparticipation
Neatness,organizationandspellingontheirposteronceitisfinished
Observehowtheyareusingtheirclasstimewhilemakingtheirposters

ReflectionDidtheseassessmentstrategiesallowyoutoaddresstheoutcomesfor
thislesson?Didthestudentslearningmeetyourobjectives?

Stage3LearningPlan
InstructionalStrategiesForThisLesson
Considerlearningstyles,multipleintelligences,learnerabilitiesandstudent
interests.

Activating
Askthestudentswhattheythinkthebookisaboutandwhyjudgingbythename
andthepictureonthecover.
ListentoOwlMoonbyJaneYolen

Discussandrecordthingsthatstudentsknoworthinktheyknowaboutowlsona
pieceofchartpaper

Acquiring
Observethepagewiththeowl;recordwhathasbeenobservedabouttheowls
appearance
Owltaskcards(trueorfalsecards)Readthecardsandhavethestudentsrecord
theiranswersontheirstudentresponseform
Makeanotherchartaboutwhattheyhavelearnedaboutowlsandcompareittothe
firstchartthattheymade

Applying
Eachstudentwilltakealargepieceofblackconstructionpaperandpaintanowlin
themiddleandatthetoppaintthetitle;Owls.Theycanchoosebetweenawhite,
greyorbrownowl.Theywillusewhiteandyellowconstructionpaperforthebeak
andeyesandpasteitoncetheyrepaintingdries.Whilewaitingfortheirpainting
todry,theywilleachtake3cuecardsandwriteatthetop;are,canandhave.
Studentswillthenbeaskedtowrite3thingsoneachcuecardthattheylearned
aboutowlsinpencil.Forexample:Are;carnivores,nocturnal,birds,hunters.Once
thespellinghasbeencheckedonthecards,theywillbeaskedtogoovertheir
writinginblackmarker,soitcanbeseenfromfurtheraway.Afterthisiscomplete,
theycanpastetheirbeaksandeyesontotheirpainting,aswellastheircuecards.
Whataboutstudentswhorequireadaptationtothelesson?
Havethemlistentothebookwithheadphonesanadditionaltimeas
thiswillpromotelessdistractionfromtherestoftheclassroom
Iftheyhaveabehaviouralproblem,askthemtocometothefrontof
theclassandgetthemtoactliketheteacherwhilemakingthecharts.The
teacherwillwriteonthechart,butthatstudentwillbegettingthestudentsto
raisetheirhandsandwaittheirturntosharetheirideas.Thiswillgivethe
childwiththebehaviouralproblemajob,andwillpreventhimfrom
distractingtheclass
Resources/Technology:
Smartboard
OwlMoonbyJaneYolen;http://mssmiths2ndgradeclassroom.weebly.com/owls
andowlmoon.html
OwlsTaskCardsTeacherspayTeachers
Whiteboard

KindergartentoGrade8Curriculumdocument
Pinterest;http://www.pinterest.com/pin/363384263654454272/

LearningMaterialsRequired:
Fullscappaper
Paint
Black,yellowandwhiteconstructionpaper
Cuecards
Pencil
BlackMarker

CrossCurricularIntegration:
ArtPaintingtheirowlandorganizingtheirpostertomakeitaestheticallypleasing
Science2.1.01Useappropriatevocabularyrelatedtotheirinvestigationsof
growthandchangesinanimals.
Include:foodgroups,Canada'sFoodGuidetoHealthyEating,offspring,adult,
behaviour,lifecycle,stage,lifeprocesses,aswellastermsrelatingtolifecycles
studied.

Stage4Reflection
SupportiveIdeasforLessonPlanandUnitPlanDevelopment

GardnersMultipleIntelligencesinclude:

Linguistic(reading,writing,tellingstories)

Logical/Mathematical(experimenting,workingwithnumbers,
questioning)


Spatial(drawing,building,creating,veryvisual)

Musical(singing,listeningtomusic,usinginstruments)

Bodily/Kinesthetic(moving,touching,interacting,acting)

Naturalistic(interactingwithonesenvironmentand
surroundings,enjoyingtheoutdoors)

Interpersonal(talkingwithpeers,mediating,sharing,
organizing)

Intrapersonal(thinkinginward,workingindependently,
pursuingpersonalgoals)

Existential(understandingreligious&spiritualneeds,
naturalistic,seethebigpictureinlifeandtheuniverse)

LearningStylestoConsider:

Visual(spatial):preferusingpictures,images,andspatial
understanding.

Aural(auditorymusical):preferusingsoundandmusic.

writing.

Verbal(linguistic):preferusingwords,bothinspeechand

oftouch.

Physical(kinesthetic):preferusingyourbody,handsandsense

systems.

Logical(mathematical):preferusinglogic,reasoningand

people.

Social(interpersonal):prefertolearningroupsorwithother

Solitary(intrapersonal):prefertoworkaloneanduseself

study.

Groupings(TakenfromMBEducation&Training)
Avarietyofgroupingsfacilitatedifferentiationinamultilevelclassroom,
includingflexibleandcooperativegroups.
Flexiblegroups:

meetaparticularneedorinterestofasmallgroupoflearnersfor
strategicorexplicitinstruction,guidedpractice,orindependentinquiry.

willchangefrequentlythroughoutadayoralearning/teaching
sequence.

maybeformedbyandacrossdevelopmentallevelsandby

studentchoice.
Cooperativegroups:

developacollaborativemicrolearningcommunitywithinthe
largerclassroomcommunity(JohnsonandJohnson).

maystaytogetherforanentireterm.

offervaluableopportunitiesforindependentlearning,thereby
alsoallowingtheteachermoretimetoworkwithflexiblegroups.

requirethoughtfulroleassignmentincooperativegroupsis
essentialsothatyoungerstudentsarenotovershadowedbyolderones.
Assignrolesthatarebasedonstudentsskills(e.g.,reader,recorder,
reporter,helper)androtatethem.Alternatively,suggestasharethepen
strategy,witheachmembertakingaturnatrecordinganideawhilethe
othersarecoaches,assistingwithspelling,andencouragingthinking.

maybeformedacrossdevelopmentallevels.Selectstudents
whohavearangeofsocialandacademicabilitiesthatwillfoster
interdependence.