Lesson

#3

Once Upon An Alphabet Writing Part 3

Date

November 20, 2014

Subject/Gra
de Level

LA Writing/Grade 2

Time
Duratio
n

60 Minutes

Unit

Teacher

Miss Davis

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. GLO 2: Comprehend and respond personally and critically to literary and media
texts. 2.3 Understand Forms and Techniques.
2. GLO 4: Enhance the Clarity and Artistry of Communication. 4.2 Enhance and
Improve. 4.3 Attend to Conventions.
1. Recognize key features of a story beginning, middle, and end. Development
of vocabulary. Demonstrate interest in sounds of words and word patterns
(alliteration). Create original text.
2. 4.2 Share stories and creations with peers and respond to questions. Revise
writing by adding information and ideas. 4.3 Use complete sentences. Spell
familiar words using a variety of strategies.

LEARNING OBJECTIVES
Students
1.
2.
3.

will:
Recognize key features of a story beginning middle, end
Recognize alliteration and develop vocabulary
Create an original text using complete sentences and independently spelling familiar
words
4. Share stories and creations with peers and respond to questions
5. Revise writing by adding information and ideas

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Level of student engagement, and progress on the worksheet

Can the students recognize key features of a story?
Can the students recognize alliteration and develop their own alliterative
vocabulary?
Can the students create an original text using complete sentences and
spell independently?
Did the students share their stories with peers and respond to questions?
Did the students revise their writing by adding information and writing?
Complete worksheet

LEARNING RESOURCES CONSULTED

Once Upon An Alphabet Oliver Jeffers

MATERIALS AND EQUIPMENT

Once Upon An Alphabet Oliver Jeffers
Worksheets
SMART Board

PROCEDURE
Prior to lesson
Assessment of
Prior Knowledge

Attention Grabber
Expectations for
Learning and
Behavior

Print Worksheets, bring up worksheets and slideshow on SMART Board

Introduction
Time
Review from last class: What did we learn about stories
from last class? We learned that short stories have a
beginning, middle, and an end. We also learned that a story
2 Minutes
can be made more interesting by using words that start with
the same letter. This is called alliteration.
Review Ice Cream Chart
1 Minute
Students must listen, and speak only during speaking time.
Students must not ask me for any spelling corrections until
specified. Students must do their best to sound words out, ask

Transition to Body
Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

a partner, or consult their word books for spelling. When there

is time I will provide spelling for words.
Today you are going to write a good copy of your story!
Body
Once the students have been given time to develop their
stories, they will get a new sheet of paper to write a good copy
of their story. When this has been reviewed by the student for
COPS, and has been reviewed again by me, they will receive
their book draft page for illustrations and the final writing piece.
Assessment: Observation/Questioning
Differentiation: Students who are struggling can work together
at the back table.
Closure
All of your hard work today has paid off! You are so much closer
to finishing the final copy of your story!

Time
55 Minutes

Time
1 Minute

How is your story coming along?

Feedback on worksheets and stories
Next class you will finish the final copy of your story and your
illustrations for the book! I cant wait until they are ready to
read!

1 Minute

Students can start illustrations if they are finished their story

Once Upon an Alphabet Writing Lesson Part 3

During this lesson, I was not feeling very confident. One large debate I had was whether to have
the students copy out their stories one more time before the book copy or just have them copy into their
book copy directly. I discussed this with my Teacher Associate and we decided together that the students
would benefit from copying the story out one more time. The enthusiasm was lower than I hoped, which
made me feel somewhat guilty, and I lost my confidence. Thankfully, my T.A. said the class went well
and saw lots of good things happening, so perhaps I was being too hard on myself. The students did make
progress and many of them made it to their book copy by the end of class.
Review from last class: the review went well. I feel that the students know the three parts of a
story (beginning, middle, and end) quite well and understand the stylistic element of alliteration
although they may not remember the word. The Ice Cream chart played a strong role in developing this
understanding.
Writing: Many students did not understand the concept of doing a new draft of a story. They did
not understand how to copy their work unto a new sheet of paper with their corrections. Next time I would
spend more time on this skill. For the struggling students, I chose to let them jump from their first copy to
the book copy immediately to keep them from falling behind. By the end of the class, I could see that
many of the students were DONE with writing, so I caved and let them work on their illustrations before
their writing on their book copy. For next class, I need to make sure I have a copy of the student book
copy for the SMART Board so I am better able to walk the students through the book copy. I felt like I
spent a lot of time verbalizing directions, but the students do better when I can show them on the SMART
Board.