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Lesson

Title/Focus

Lesson Plan Template ED 3501 Curriculum Overview Lesson


Teacher
Ryan Smith
First Literary Circle/ CH. 4 of the Breadwinner
:
Grade 6, Language Arts, The Breadwinner novel Study
Dec. 1/15
Date:

GENERAL LEARNING OUTCOMES


General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

SPECIFIC LEARNER OUTCOMES


1.1
1.2
-

Discover and Explore


engage in exploratory communication to share personal responses and develop own interpretations
Clarify and Extend
use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape
understanding
2.1 Use Strategies and Cues
- identify, and explain in own words, the interrelationship of the main ideas and supporting details
- use definitions provided in context to identify the meanings of unfamiliar words
- monitor understanding by evaluating new ideas and information in relation to known ideas and information
- use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and information
2.2 Respond to Texts
- explain own point of view about oral, print and other media texts
- make connections between own life and characters and ideas in oral, print and other media texts
- discuss the authors, illustrators, storytellers or filmmakers intention or purpose
- observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate them to those
encountered in the community
- summarize oral, print or other media texts, indicating the connections among events, characters and settings
- identify or infer reasons for a characters actions or feelings
- make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts
- discuss how detail is used to enhance character, setting, action and mood in oral, print and other media texts
2.3 Understand Forms, Elements and Techniques
- discuss the connections among plot, setting and characters in oral, print and other media texts
5.1 Respect Others and Strengthen Community
- compare personal challenges and situations encountered in daily life with those experienced by people or characters in
other times, places and cultures as portrayed in oral, print and other media texts
5.2 Work Within a Group
- assume a variety of roles, and share responsibilities as a group member
- identify and participate in situations and projects in which group work enhances learning and results
- assess own contributions to group process, and set personal goals for working effectively with others

LEARNING OBJECTIVES
1.
2.
3.
4.

SWBAT understand key words from the chapter


SWBAT identify descriptive and figurative language
SWBAT discuss the key points of the plot
SWBAT create visuals that correspond with the text

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Are students embracing their current literacy circle roles?


Are they working well together?
Chosen by each groups discussion director
The use of the literacy circle to its full extent
Successfully work within a group

LEARNING RESOURCES CONSULTED


Alberta POS
The Breadwinner
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT


18 copies of the literacy circle roles
Copies of the breadwinner

Lesson Plan Template ED 3501 Curriculum Overview Lesson


http://www.readwritethink.org/classroom-resources/lessonplans/literature-circles-getting-started-19.html?tab=4#tabs

PROCEDURE
Attention Grabber

Transition to Body

Learning Activity
#1

Introduction
Go through Agenda:
Review previous events literacy circles: what is expected
5min
Get into groups and organized with roles 1 min
Begin reading 20 min
Complete assigned task 5min
Share with group 2 min per worksheet
o Discussion Director 2 min
o Vocabulary Enricher 2 min
o Literary Luminary 2 min
o Illustrator 2 min
o Checker 2 min
Self-reflect 2 min
Read to self extra time
Have students finish their chapter three work before beginning chapter
four
Make sure everyone does a self-reflection for every chapter
If students cannot find words that they do not know for the vocab
enricher, have them find good descriptor words
Clarify new and specific time constraints on each worksheet strictly hold
students to the time constraints in the agenda
Introduce timers to the checkers so that they can keep their groups on
track
Make sure students understand good group work practices, reference
poster
Make sure students are engaged in their groups, close enough to be heard
reading and to hear others while following along, everyone must follow
along in the text
Body
If everyone is done reading chapter three, randomly pick students to give
a plot synopsis
Get one student in each group to share one of the questions that they
discussed and what conclusions that they came to

Time

2min

Time
10min

Assessments/
Differentiation

Learning Activity
#2

Now that students are familiar with literacy circles, they will be broken into their
groups to begin reading chapter two until the end of class. Remind students to be
using the glossary in the back, especially the Vocabulary Enricher
Students will first complete any leftover work from the previous chapter before
moving on to the next chapter. Students will read for 20 minutes, hopefully to the
end of the chapter, once they have finished the chapter they will take 5 minutes to
fill out their worksheets. Students will then each take about 1 minute to share their
work with their group. Students will then take 2 minutes to fill out their selfreflection. Students who finish early can read to self.

Assessments/
Differentiation

30min

Noise monitored via too noisy app


Thumbs up
Student 1 can read less than four sentences or not at all, he can rotate between
illustrator and checker positions, maybe be other roles with scribe
Student 2 is to begin sitting with his feet on the ground as a transition to him

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson


paying more attention, next we will get him to not bring his Lego
Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:
Transition:
How does this individual lesson
scaffold learning opportunities
for students?
What assumptions does this
lesson make about what
students already know?
In what ways is this lesson
connected to the next lesson?

Cliffhanger/Closure
Students will hand in their booklets for safe keeping and
assessing at the end of each class (make a folder)
Snack break to get social materials
Rationale
Structure for future reference:
Review previous events 5min
Get into groups and organized with roles 1 min
Begin reading 20 min
Complete assigned task 5min
Share with group 5 min
Self-reflect 2 min
Read to self extra time

Adapted from a template created by Dr. K. Roscoe

Time
5 min

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