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School of Education

Lesson Planning Framework


Name: __Adam Bowering_____________ Date: November 24, 2015___Time:_8:30 am 10:00 am
Grade Level: _
I.

2______ Subject: Literacy - Mini Lessons #1, 2 & 3 & Daily 5 stations

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline) Taken directly from the
curriculum document, this outcome may take more than one specific class period.
For Literacy, Students will be expected to:
1.

Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
- Ask and respond to questions to clarify information or gather further information.
- Express opinions and give simple explanations for some of their opinions (I like because).
4. Select, read, and view with understanding a range of literature, information, media, and visual texts.
- Use a combination of cues (semantic, syntactic, graphophonic, and pragmatic) to sample, predict, monitor/self-correct
- Predict on the basis of what makes sense, what sounds right, and what the print suggests - make meaningful
substitutions
- Attempt to self-correct predictions that interfere with meaning.
6. Respond personally to a range of texts
6C. Make personal connections to text and share their responses in a variety of ways
6D. Express and begin to support opinions about texts and the work of authors and illustrators
7. Respond critically to a range of texts, applying their understanding of language, form, and genre
- respond critically to texts. Formulating questions as well as understandings.
10. Use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and
effectiveness.
- use appropriate drafting strategies for getting ideas on paper (e.g., taking risks by using temporary spelling or by
exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word
processor).
- use simple revision strategies to create a meaningful message (e.g., adding on, crossing out, and starting to insert
information).
- use simple editing strategies (e.g., making some simple corrections in spelling and punctuationcapitals, periods;
circling and correcting a few misspelled words; using beginning dictionaries or class made word lists as resources for
spelling).
2.

Learning Objective(s) / Goal (s) (Big Ideas, Key Questions) written in student friendly language (i.e. I can
statements):

For Literacy Mini-lesson #1, Students will have 7 minutes to write about the subject baking. They will write as much as they
can in seven minutes, and some students will share what they have written. Children can write about anything to do with
baking, whether it be Christmas baking, baking with their parents, and so forth.
For literacy mini-lesson #2, Students will become familiar with hard and soft C. The teacher will introduce the letters using a
story (attached). The story will tell students that the letter C actually has two sounds, /k/ and /s/. Students will be shown a chart
indicating when these sounds occur in words. For example, the soft C sound (S), happens when c is followed by an e, i or y.
The hard C sound (K) happens when C is followed by the letters a, o, and u. The teacher will show several examples of
words using each of the letter sounds. Students will be given a worksheet the following day to assess their knowledge.
For literacy mini-lesson # 3, students will use listening skills to acquire knowledge about a specific part of text The One and
Only Ivan P. 172-183. The teacher will begin by asking students probing questions about what has been previously read. The
teacher will then read the text and stop at key points to check in on student understanding. Students will be asked to predict
what will happen next based on their understanding of the previous chapter. Questions that will be posed include: What is
Ruby afraid of? What does Ivan want to do for Ruby? What story did Ruby tell in the previous chapter?, What do you think
will happen in the next chapter?
Students will be checked into literacy stations after each mini-lesson. Stations include: working on writing, reading to self, word
work, listening station, and read to someone. The teacher will be circulating around the room and will guide students if they
need help. Each of these stations build on essential literacy skills.
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3. Lesson Rationale:
Why are you teaching this lesson? What is the overall purpose of this lesson?
For the literacy mini-lessons, I am teaching this lesson to build on listening skills and having students respond to questions to
assess their understanding. Fluency will be an important skill being modelled to the class. I am also teaching these lessons to
build on spelling and demand writing skills. These lessons will help students in their reading, writing, and speaking.
What requisite skills do students need in order to access the lesson & participate fully in this lesson?
Listening, reading, writing, and inquiry skills.
How does this lesson fit in the prescribed curriculum?
It fits in the literacy curriculum because it requires the use of specific literacy skills: reading, listening, spelling, and writing.
How does the lesson build on previous lessons or previous learning?
This lesson builds on fluency and understanding of text. It also builds on correct pronunciation of words.
4.

Materials & Resources (Teacher Materials, Student Materials etc.):

Literacy:
Mini-lesson #1: Demand writing sheet baking (attached), pencils
Mini-lesson #2: Whiteboard, story and words for hard and soft C (attached), worksheet for hard and soft C (attached to
tomorrows lesson)
Mini-lesson #3: Novel The One and Only Ivan.
During Literacy Daily 5 Stations:

Literacy Journals

Sentence journals

Pencils

Books

Cd player
5.

Technology Used (if appropriate): (Text, Audio, Video-based Resources, Web address, Maps, Charts etc.)

A point of view camera that is connected to a projector will be used for the math lesson.
6.

Learning Cycle: (Engaging Questions, Exploration, Explanation, Expansion, Evaluation)

What is the teacher doing? (This should be detailed. It is a script


of what you will be doing in the classroom.)
Engaging Questions (Motivator, Review, Warm-up)

What are students doing? How will students be grouped?


(Make sure students are engaged, on task and are working
harder than you. Some of the tasks you ask students to
complete should be focused on higher order thinking.)

Literacy 8:30 am 10:00 am

Literacy Mini-Lesson #1: The teacher will pass out


demand writing worksheets. The teacher will instruct
students to write about the subject baking. A timer will
be set at 7 minutes. The teacher will also be writing along
with the rest of the class.
After the 7 minutes, the teacher will go around the room
with a highlighter and mark where the students left off.
The teacher will then read what they have written to the
class. The teacher will call on 3-4 volunteers to share
their stories.

Literacy Mini-lesson #2: The teacher will instruct students


to join them in the reading corner. Here, the teacher will
have a chart like this drawn on the whiteboard:

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(8:15-8:30 am) Students will write down the creeker


essential for the day in their booklets.

Students will write about the subject baking. They can


write about anything to do with this subject. They will be
given 7 minutes to write as much as they can.

Students will participate in the discussion about hard

Hard C (K)
a
o
u

and soft C. they will provide examples for each letter


sound.

Soft C (S)
e
i
y

The teacher will read a story (attached). The teacher will


tell students that C has 2 sounds, /k/ and /s/. The hard C
has the /k/ sound. And soft C has the /s/ sound.
The teacher will instruct that hard C is followed by a, o, or
u. Soft C is followed by an e, i, or y.
The teacher will ask students to provide 4-5 examples of
each letter sound. The teacher will provide some if
students do not know.
If students pick writing for their daily 5 choice, they will be
instructed to write the words of the week along with
sentences in their sentence journals.
Literacy Mini-Lesson #3: The Teacher will begin by
asking students about the information from previous
chapters in the story: The One and Only Ivan. The
teacher will then read a section of a story (p. 172-183).
The teacher will choose important words and themes in
the text and engage students in discussion. When posing
a question, the teacher will give the appropriate amount
of time for students to think about the question, and
answer.
After the reading of the story, the teacher will ask, What
does Ivan mean when he says he imagines being the
sheriff? What were the main points we read about in
this chapter? (Each mini-lesson is approximately 15
mins.)

Math Lesson 11:15 am 12:00 pm


Exploration (Modeling)
Literacy mini-lesson #1: The teacher will model how to
write when given a short amount of time. The teacher will
also be modeling fluency and correct pronunciation of
words.

Literacy mini-lesson #2: The teacher will model correct


pronunciation of words using hard and soft C. The
teacher will use words that contain hard and soft C,
giving 4-5 examples for each sound. The teacher will
underline the 2 letter combination (Ca, Ce, Ci, Co, Cu,
Cy) to show students the rule for each category.

Literacy mini-lesson #3: The teacher will model correct


pronunciation of words and fluency.

Math: Students will be instructed to practice representing


numbers that are greater than 50 with rods and units,
coins and tally marks in their math journals. These
numbers will be chosen by the students. This is a review
from previous lessons, but is practice for the math quiz
on Friday.

Explanation (Knowledge Content, Supporting Learning)

During each round in the literacy stations, the teacher


and EA will use guided instruction. Each student will be
provided with sentences to write and sight words if they
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Students will listen to the story and participate in group


discussion.
Students will be checked into literacy stations.
Daily 5 work stations are approximately 15 minutes.

request them.
During the reading of novel, The One and Only Ivan,
the teacher will guide students to appropriate responses
for important words and themes in the text.
Expansion (Thinking Activities, Engage Students in Higher Order
Tasks).
After each literacy mini-lesson, the teacher will check
students into daily 5 stations which include: reading to
self and working on writing. Free choices include:
listening, reading to someone and word work.
Evaluation (Closure, Reflection, Review)

Literacy mini-lesson #2: The teacher will go through


several examples of words using hard and soft C. A
worksheet will be used in tomorrows lesson to assess
understanding.

Literacy Mini-lesson #3: The teacher will assess student


understanding of the text throughout reading by asking
probing questions.

The teacher will go over the important points brought up


during the chapter. How did the characters feel? What is
your prediction of what will happen in this chapter? Was
what happened the same as what we predicted before
we read the chapter?

During literacy stations, the teacher will supervise each


station and provide guidance if necessary.

7.

Accommodation(s) for Diverse Learner(s):


Sight words and sentences will be provided to students who need them to write in their spelling journals.

8.

Evaluation/Assessment of Student Progress:

Students will be writing their words of the week and sentences in their sentence journals if they have not already finished
this the day before. For demand writing, students will be asked to write about the subject baking in the allotted time of 7
minutes. The teacher will mark where they have written to on their page.
Students will be asked to give examples of words using hard and soft C. During the reading of The One and Only
Ivan, students will be asked questions to make sure they are understanding the content of the story.
9.

Home Learning Assignment (if applicable):

N/A
10. Lesson Plan Reflection:
1.
2.
3.

4.

Preparation and Research Was I well prepared? What could I have done differently?
Written Plan Was I organized? What did I learn that will help me in the future?
Presentation Were the students involved? Was I clear in my presentation? How was the pacing?
Assessment What did the class do? How do I know if they were successful? What should I change for
next time?

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