Name: Nicole Deciantis Cohort: A1

Lesson Plan

Lesson Title: ____Dear Santa, I Can Explain____ Grade: _5_ Date: __Dec. 7, 2016__

Subject/Strand: ___Language___Unit:__Figurative Language__ Location: __Classroom__ Time: (length

in minutes): __80 min__

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are
the big ideas/essential/enduring understandings?)

In this lesson, students will work on writing a persuasive letter to Santa from the point of view of a villain
explaining why it is not their fault for why they were bad and on the naughty list. Within this letter, students
will use idioms where applicable.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Written
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from
the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic
number of expectations (1 to 3), have expectations that match assessment

Purpose and Audience

1.1 identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social
issue for performance by the class; a formal letter to the teacher outlin- ing their opinion on eliminating soft
drinks from the school vending machine;

Word Choice

2.3 use some vivid and/or figurative language and innovative expressions to add interest (e.g., some
comparative adjectives; similes or personification; comparative adverbs: more slowly)

Point of View

2.5 identify their point of view and other possible points of view, and determine, when appropriate, if their
own view is balanced and supported by evidence

Producing Drafts

2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to
content, organi- zation, style, and use of conventions

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students
are expected to know and be able to do, in language that students can readily understand.)
Today I will learn
how to write a persuasive letter from a certain point of view.
ASSESSMENT and EVALUATION

Lakehead University Orillia, 09 02 15

Success Criteria Discuss with students: How will I know I have learned what I need to learn?
(Clearly identify the criteria to assess students learning, as well as what evidence of learning students will
provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand).
I can: write from the perspective of a known villain.
I can: write a persuasive letter explaining why I shouldnt be on the naughty list.
I can: explain why I deserve forgiveness, and what my Christmas wish is.
I can: draft and revise my persuasive letter.
I can: use idioms within my persuasive letter where appropriate.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking; Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode Assessment Strategy and Task Assessment Tool - Instrument used to
Written, Oral, for Students- What are the assess task and record learning e.g.,
Performance students doing to show their rubric, checklist, observation sheet,
(Write, Say, Do) learning? e.g. turn and talk, role turn/talk, role play etc.
Indicate
OF whether play/individual,
Students will be cooperative,
writing aetc. Students final letters will be assessed
persuasive letter to Santa, based on a rubric. This rubric will
Written explaining why they (from the assess the use of idioms, Ideas/details,
point of view of a villain) should organization, voice, and proper
be taken off of the naughty list. conventions.
Students must include idioms
within their letter.
Criteria Level 1 Level 2 Level 3 Level 4
UseofIdioms Limited useof Someevidence Good evidence Excellent useof
idioms (1). of theuseof of theuseof idioms (6+).
idioms (2-3). idioms (4-5).
IdeasandDetails Limited Someevidence Good evidence Excellent and
evidenceof of creative of creative creative
creativeideas ideas generated ideas generated evidenceof
generated and and persuasive and persuasive ideas generated
persuasive supporting supporting and persuasive
supporting details. details. supporting
details. details.
Organization Limited overall Someoverall Good overall Excellent
organization organization organization overall
(introduction, (introduction, (introduction, organization
body, body, body, (strong
conclusion). conclusion). conclusion). introduction,
Proper letter Proper letter Proper letter body,
format not format is used format is used conclusion).
used. incorrectly. correctly. Proper Letter
format is used
correctly.
Voice Limited useof Someuseof Good useof Excellent and
writers voice writers voice writers voice confident use
to persuade. to persuade. to persuade. of writers
voiceto
persuade.
Spellingand Many errors. Someerrors. Very few errors No convention
Punctuation that do not errors.
affect reading.

Comments:

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* Students have experience letter writing during Bell work, and when creating wish lists to
Santa.
* Students have used figurative language in their writing during their short stories, as well as
in yesterdays writing exercise.

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
A- Will require assistance in all written, and developmental processes in relation to this
assignment. Student will need assistance forming his graphic organizer, and letter draft.
Will require assistance with ideas, and spelling.
M- Will require all portions of the assignment to be translated, and explained thoroughly.
Will need assistance in the formation of the written text. May use Google Translate.
J- May require assistance keeping on task. Will need instructions reiterated after lesson.

Lakehead University Orillia, 09 02 15

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization,
independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support
communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.
Power point- explaining assignment
Laptop, projector, screen
Letter from Eddie the elf.
Villain brainstorming organizer
List of villains
Graphic organizer
Example Letter from the Big Bad wolf
Rubric
Good copy sheets
List of idioms
Learning Environment (grouping; transitions; physical set up)

Students will work at their own desks in their regular classroom environments.
Students will be notified when they are to begin their assignment (after the lesson has ended).
Students may be called to the teachers desk based on their learning level groupings.
Cross Curricular Links

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-
determine key questions to guide lesson.
Time: ___-___20 min__ (Indicate time breakdown
of instructional elements)

Refer to last lesson on idioms.

They are phrases, or saying that are commonly used in
What do you remember from our lessons on conversation. But they dont mean exactly what they
idioms? What are they? say.

Feeling under the weather. Once in a blue moon.

Who can give me an example?
Youre barking up the wrong tree. Add insult to injury.
What are some examples what someone might An arm and a Leg. Cant judge a book by its cover. Give
use as an excuse? the benefit of the doubt. In the heat of the moment. It
takes two to tango. Jump on the bandwagon. Method to
my madness. Once in a blue moon. Pull the wool over
someones eyes. Taste of your own medicine. Your
guess is as good as mine.
Todays success criteria:
I can: write from the perspective of a known
villain.
I can: write a persuasive letter explaining why I
shouldnt be on the naughty list.
I can: explain why I deserve forgiveness, and
what my Christmas wish is.
I can: draft (use a graphic organizer) and revise

Lakehead University Orillia, 09 02 15

my persuasive letter.
I can: use idioms within my persuasive letter
where appropriate.

I am going to read you a letter from Santas elf.

You are all going to write a letter to Santa from

the point of view of a villain.
You can choose a villain from a movie, a book, or
a series.

Lets brain storm some ideas:

The evil step sisters.

The evil step mother.
The Wiley coyote.
The beast
The Grinch
Captain hook
Voldemort
Dracula

Teacher will write ideas on Villain brain

storming organizer.
(Teacher my refer to list of villains if
students have difficulty thinking of some)

Youre going to write your letter to Santa using

idioms explaining why you deserve to go back on
the nice list.

Lakehead University Orillia, 09 02 15

You will be using a graphic organizer to organize
your ideas before you write your final letter.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
Time: ___-__55 min__ (Indicate time breakdown of
instructional elements)

Your graphic organizer has 3 sections. These are

for the 3 paragraphs that you will have to write.
You will be writing about specific things in each
paragraph.

When you are finished your organizer, you will be

writing your final villainous letter to Santa. This
will be the rubric used to grade you on your final
letter:

Criteria Level 1 Level 2 Level 3 Level 4

Useof Idioms Limited useof Someevidence Good evidence Excellent useof
idioms (1). of theuseof of theuseof idioms (6+).
idioms (2-3). idioms (4-5).
Ideasand Details Limited Someevidence Good evidence Excellent and
evidenceof of creative of creative creative
creativeideas ideas generated ideas generated evidenceof
generated and and persuasive and persuasive ideas generated
persuasive supporting supporting and persuasive
supporting details. details. supporting
details. details.
Organization Limited overall Someoverall Good overall Excellent
organization organization organization overall
(introduction, (introduction, (introduction, organization
body, body, body, (strong
conclusion). conclusion). conclusion). introduction,
Proper letter Proper letter Proper letter body,
format not format is used format is used conclusion).
used. incorrectly. correctly. Proper Letter
format is used
correctly.
Voice Limited useof Someuseof Good useof Excellent and
writers voice writers voice writers voice confident use
to persuade. to persuade. to persuade. of writers
voiceto
persuade.
Spellingand Many errors. Someerrors. Very few errors No convention
Punctuation that do not errors.
affect reading.

Comments:

This is an example of a persuasive, point of view

Lakehead University Orillia, 09 02 15

letter:

What are some idioms that this villain might use?

Youre barking up the wrong tree Santa.
I would give an arm and a Leg to get on the nice list.
Come on Santa, you cant judge a book by its cover.
Cant you give me the benefit of the doubt?
For this assignment, the list of idioms and their All those things I did were in the heat of the moment.
explanations can be found on your Google
Classroom accounts, or you can Google idioms.
When you complete your graphic organizer, you
will be asking a friend to edit it before asking a
your teacher. We will not be looking at it unless
there is evidence that you have peer edited first.

When you are done, you can begin your final

copy.

Pitter patter!

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ____-__5 min_ (Indicate time breakdown of
instructional elements)

5, 4, 3, 2, 1.

At this time we will be briefly discussing what you

have chosen to do your assignments on.
What are some ideas people had for their I am doing ___________.
persuasive idiom letters to Santa?

What are some of the idioms you used? I used _________.

Extension Activities/Next Steps (where will this lesson lead to next)

Lakehead University Orillia, 09 02 15

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson
for this subject/topic)
The Lesson:

The Teacher:

Lakehead University Orillia, 09 02 15