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Lesson Title/
Focus
Date
Monday Nov/23rd
Subject/Grade
Level
Time
Duration
35 minutes
Unit
Reading
Teacher
Ms Cariolato
General Outcome 2: Comprehend and respond personally and critically to literacy and media texts.
Specific
Learning
Outcomes:
2. 1 Use strategies and cues: Make connections between personal experiences, prior knowledge, and a
variety of texts.
2.2 Respond to texts: Experience texts from a variety of genres and cultural traditions; share responses.
LEARNING OBJECTIVES
Students will recall someone who is special to them, and create a web of how they are special and what makes
that person so important.
Students will record the poem that was read in class by answering questions that requires them to go back and
look throughout the poem for what they think is the correct answer.
ASSESSMENTS
Observations:
Students are paying attention when the poem is being read out loud to them.
They are using the web worksheet to create a web and not to doodle and go off track.
Key Questions:
How has the special person in your life made you feel?
What makes them a special person?
Do you think they have a dancing heart?
Products/Performances:
The web is filled with responses and the paper has a good amount of writing on it.
When sharing the web with other students in the table groups, students are not criticizing
anyones work or putting other students down. They are tentatively listening to their
classmates and listening to how other students person may differ from their own special
person.
When completing the After reading" worksheet, students are making connections to the
poem and going back into the poem to find the answers to the question.
PROCEDURE
Prior to lesson
Gather worksheets and make sure there is enough for every student plus 2 extras.
Introduction
Time
Attention Grabber
Assessment of Prior
Knowledge
Students have been reading a variety of poems, chapters short stories in class,
as well as their own choices of genre outside of the class
Students know how to write full sentences for expressing their answers in the
worksheets.
!1
Adapted from a template created by Dr. K. Roscoe
Transition to Body
Have two students hand out all the worksheets needed and explain to students
as they are getting handed out the order that the worksheets will go in.
only from their group and discussing the topic that is relevant to what we are
doing in class.
Body
Learning Activity #1
3 minutes
Time
10-15
minutes
- Walk around and and ensure students are understanding the instructions of the
assignment.
Read the poem My Mama Had a Dancing Heart out loud to the class.
- Popcorn if students are not paying attention (popcorn means the reader says
popcorn, then chooses randomly another student in the class to continue
reading where they left off.
- This allows students to pay attention because they do not know if they are
going to be chosen next.
5 minutes
Learning Activity #2
- Students are listening and paying attention as they poem is being read out
Learning Activity #3
15+ minutes
We will not finish these questions this class, but will will continue where we left
off tomorrow morning.
loud.
- They are not making any noises that could disrupt the readers reading.
Closure
Consolidation of Learning: In group work: Students are talking to each other and sharing ideas of what
the poem could mean.
- Students worksheets are filled out with little to no room left for writing
Time
Feedback To Students
- Make sure these worksheets are in your notebooks so they do not end up
getting lost
!2
Adapted from a template created by Dr. K. Roscoe
- We will then start on the My special person stories which students stories
1 minute
will be modified with having to start each sentence with a different starter.
Sponge Activity/Activities
We can discuss the questions as a class and see what answers the students have written
down
!3
Adapted from a template created by Dr. K. Roscoe