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Mini Unit Lesson Plan 3

Grade: Grade 2 Subject: Language Arts Lesson Duration: 30 min.

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative

ALBERTA PROGRAM OF
ASSESSMENTS (How
STUDIES (2-3, clear, and measurable) will you know they met
2.2: connect learning objectives?)
Students will:
situations portrayed
in oral, print and -Observation of both small
Discuss personal experiences connected to the
other media texts to and whole group discussion
text.
personal and
-Picture and written
classroom Reflect on connected experiences through
response on worksheet
experiences writing and visual representation.

LEARNING RESOURCES CONSULTED

Resource #1: Jess Was the Brave One, Jean Little

Resource #2: Bambi II: Learning to be Brave

MATERIALS/ EQUIPMENT/ SET UP

-Jess was the Brave One Book

-Video http://www.traileraddict.com/bambi-ii/learning-to-be-brave (Smartboard ready to go)

-Worksheets

-Class popsicle sticks to make groups

PROCEDURE

Introduction (5min.):

Attention Grabber: Video (Bambi II: Learning to be Brave) (Watch the first 30 seconds)

Key questions: How many of you have been afraid of something before? What does being
brave mean? Do you think Thumpers right-you just have to be scarier than whats scaring
you?

Connection to Curriculum: Were going to read a story about two sisters. One sister isnt afraid
of anything-shes very brave. The other sister is afraid of lots of things, but we will see that
bravery shows up in different ways for different people. Remember our WOW pages from last
time? As we read this story, I want you to pick a WOW page and remember it. You can think
about some of the things that the sisters do. Have you ever done some of those things? I want
you to think of some of the ways the girls feel. Have you ever felt like Jess does? Have you
ever felt like Claire does? We want to make text-to-self connections as we read.

Assessment of Prior Knowledge: What does it mean to make text-to-self connections?

Advance Organizer/Agenda: When I tell you, were going to go sit by the rocking chair to listen
to the story. After we read the story together were going to share our ideas with our
elbow/desk buddies, and then write and draw on our text-to-self worksheets.

Expectations for Learning and Behaviour: What do we do when we read the story together?

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(Give me 5, hands to ourselves, listening ears.) What do we need to do when were working in
our groups? (Take turns talking, be kind/respectful, stay on task.)

Transition to Body: Have students move to the reading area by rows. Remind them to notice
WOW pages.

Body (22min.):

What is the teacher doing? What are the

students doing?
Learning Activity #1: Read Jess Was the Brave One (10
min) -Listening to the story
-Answering leading
Formative & Summative Assessments questions
Ask leading questions while reading:
-Discussing with group
Predictive questions:
-Writing/drawing in
Do you think Claire is afraid of the doctor? journal
Do you think Jess is going to be scared of climbing the tree?

What do you think Claire is going to do?

Connection questions:

How many of you have watched a scary movie before? Did you like it
like Jess did, or did you dislike it, like Claire did?

Have you ever had to get a shot at the doctors before? Was it scary?

How many of you like climbing trees? Do you sometimes climb too high
and get scared?

Have you ever seen someone bullying? Have you ever thought about
standing up to them like Claire did?

Specific Learner Considerations:

Make sure smaller kids are at the front/can see

Learning Activity #2: Elbow buddies-share ideas (3

minutes)

With desk buddies, partners share what page they picked

as their WOW page and why (3 min)

Learning Activity #3: Writing and Drawing on Text to Self

Worksheet (10 min)

Hand out worksheet-Overview/instructions

Reminder of expectations for individual work

Formative & Summative Assessments

Formative: Collect Text-to-Self worksheet

Specific Learner Considerations

Helping non-writers write about their picture

Transition to Closure: Everyone can put away their pencils and the
second person in each row can collect the worksheets and bring them to

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me

Sponge: busy books, book box, spelling corrections/books

Closure ( 2min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning: One of the fun things about reading is that we can
connect situations in books to things that have happened in our own lives. Today we were
talking about some of the things we have done or felt that were the same as Jess and Claire.

Feedback From Students: Did you find the story more interesting when you thought about how
you have had a similar situation or feeling?

Feedback To Students: You all put in a good effort answering questions and finishing your
worksheets! Thank you for being respectful and taking turns talking in your groups.