LESSON PLAN

Date: 10.3.16
Duration: 30-45 minutes
School: Verdun Elementary

Subject: ELA
Level: Gr. 6 (233)
Group size: Whole Class

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OBJECTIVE(S) &
LEARNING GOAL(S)

MATERIALS REQUIRED

SUBJECT COMPETENCIES:

CROSS-CURRICULAR
COMPETENCIES
& BROAD AREAS OF LEARNING:

TIME

Students will make and share observations and

inferences based on photographs.
Students will produce a piece of writing based on a
photo prompt.
SMARTboard
Computer
Paper
Pencil
Duotang

ELA Competency 2: To write self-expressive,

narrative and information-based texts
Students will produce either descriptive or fictional
writing in response to a photo
ELA Competency 3: To represent her/his literacy in
Cross-curricular Competency 4: Uses creativity
different media
Students will use their imagination to explore the
Students will respond to a photograph as a viewer,
different ways of perceiving the prompt, both from
interpreter and constructer of meaning
their own point of view and those of their classmates
Students will express their ideas through open-ended
ELA Competency
4: To use language to
STEP-BY-STEP
creative
writing PROCEDURE
communicate and learn
Students will be asked to share their experiences
interacting with both photos through informal class
discussion and the sharing of their writing

5minutes

Iwillputonacalmingvideoasstudentscomeinfromrecessandeattheirsnackswhile
musicplaysontheintercomforbreathingbreak

5minutes

Iwillsetthetimerfor5minutesastimeforstudentstofinishuptheirsnacks,settle
themselvesandpreparematerialsforthelesson(thisispartoftheirestablishedroutine)

~5minutes

Iwillaskstudentstoretrievetheirquickwriteduotangs(alternatively,haveastudentpass
themout)
IwillbringuptheelephantphotoontheSMARTboardfromlearning.blogs.nytimes.com
(or,alternativelylorempixel.com)andaskstudentsfortheirreactionstothephotoasking
promptingquestionslike:
Whatdoyousee?Ifyouwerestandinginthephotohowwouldyoufeel?Whatdoyouthink
theweatherislike?Whatdoyouthinkishappening?Howdoyouthinkthepeopleare
feeling?Whatabouttheelephant?Whatwouldyoudoifyouwerehere?Whatcouldhave
happenedbeforethephotowastaken?Whatdoyouthinkcouldhavehappenedafter?
Iwillaskstudentstojustifytheiranswers(e.g.studentsaysIthinkthepeoplefeelafraid.I
wouldaskWhatinthephotomakesyouthinktheyfeelafraid?)

~7minutes

Iwillthentellstudentsthatwewillbedoingaquickwriteonanotherpicture,Iwillwalkto
theanchorchartIhavemadeandremindthemthatthereare3optionsforquickwrite.Iwill
goovertheseoptions,explainingthattheexamplesIveusedarefortheelephantpicturebut
thatwewillbewritingaboutanewpicture.
Iwillreviewthatwecan1.makeastory,2.writeadescriptionor3.makealistofwords.
ForeachoftheseoptionsIhaveprovidedanexample,whichIwillreadorhavestudents
readaloud.Imayalsoaskstudentsifthereisanythingtheywouldaddtothedescriptionor
thelistofwords.
Theexampleshavemanymistakesinthem,andIwillaskstudents,Whatdoyounotice
abouttheexamples?ifnooneanswerIwillsaysomethinglikeIsmywritingperfect?
Isthatokay?
Iwillelaborateifneededthatquickwritesarenotaboutspellingbutaboutideasthatour
brainssometimesworkfasterthanourhandssowehavetopracticegettingourideasout
quicklywithoutgettingstuckonspellingmistakes.
Iwillasksomeonetorepeattomewhattheoptionsforthequickwriteare.Iwillthenask
whattheexpectationisifstudentsfinishandreallyfeeltheycannotwriteanymorebefore
thetimeisup.Iwillsuggestthatifthisisthecasethattheytryanotherform(e.g.ifthey
wroteastorytothenwritealistofwords).

~5minutes

Iwillthenbringupthephotoofthemanandtwochildrencoveringtheirearsandlookingat
theskyandsetthetimerfor5minutes
IwilldiscreetlygiveFreddyandKonnorwordlists,thencirculateasstudentswrite.

~57minutes

Iwillgivestudentstheopportunitytosharetheirquickwriteswiththeclassandforstudents
togiveeachother(positive)feedback.Iwillreviewbrieflytheexpectationsforpositive

feedbackbeforehand.

The majority of this class follow a modified ELA program

Students may choose to write a list of words that they see instead of
writing full sentences
DIFFERENTIATION

I will provide a word box with relevant vocabulary for Konnor and
Freddy
Informal formative assessment
I will be watching how students are able to work independently

METHOD(S) OF ASSESSMENT

I will be taking note of the relevance & creativity of student responses

As this will be my first time teaching at the front of the class, my focus
will really be on my language choices (particularly when responding to
behaviour management issues) and ability to facilitate a positive
discussion with this group.

REFLECTIONS