Natalie Ct November, 2015

Lesson Plan 5
Grade/Subject: ELA, Grade 6 Unit: Research Lesson Duration: 47m
SPECIFIC OUTCOMES LEARNING OBJECTIVES
FROM ALBERTA PROGRAM
OF STUDIES
(2-3, clear, and measurable)

Students will:
3.1 Use note-taking or Students will recognize important information from our
representing to assist story.
with understanding ideas Students will illustrate the main points of our story.
and information, and Students will explore the uses of note taking.
focusing topics for
investigation.

LEARNING RESOURCES CONSULTED

Resource #1:
Resource #2:
MATERIALS/ EQUIPMENT/ SET UP
* The Night of the Pomegranate (one copy for each student)
* Two-column note taking template (one copy for each student)
*
PROCEDURE
Introduction (5 min.):
Lesson Opener: Did anyone do anything exciting over the weekend?
Attention Grabber: Have you been learning about our solar system in science? Does anyone have a favorite
planet? Why?
Advance Organizer/Agenda/Transition to Body: We are reading a story today about a girl who was especially
interested in one of the planets in our solar system.
Body (40 min.):
What is the teacher doing? What are the students doing?

Learning Activity #1: Students will take turns reading The Night of the Pomegranate aloud

Assign each student one paragraph to read, do this by asking the class to read the first few words of each
paragraph out together, I will go around the room assigning who will read each. Write down which paragraph
you will read (where it begins and ends)!
Remind them why it is a good idea to pre-read before reading aloud (I do it)
Remind them to be active listeners and follow along
Read the story

Formative & Summative Assessments: Observe that students are engaged in both listening and reading

Specific Learner Considerations:

Students who are less comfortable reading will be given short paragraphs, if they refuse to read when their turn
comes I will encourage them once more and then offer to read it with them. (???)

Transition to Activity #2: Please keep the story out and grab a blank piece of paper

Learning Activity #2: Illustrate your understanding of the story, optional use of two-column note taking

I will read the story again, this time they must take notes on what they hear.
1
Natalie Ct November, 2015
*Tell story about my professor who talks really fast and my troubles trying to take notes*
Dont write everything down! Only the important information, more is not better
Important info could include: names, key events, climax point, resolution
Point form only, dont write in full sentences (dont try to write down quotes, that is too specific for this
kind of note taking although it will be used later)
My recommendations (demonstrate on the whiteboard): Bullets (with multiple lairs), or two-column
note taking (template provided)
Now go back through your notes, can you follow the story? Do you have the important points down? In a way
that makes sense?

Formative & Summative Assessments:

Observation that students are making an effort, adjusting their note taking to match my reading pace, and that
their self-evaluation at the end shows that they have captured the whole picture.

Specific Learner Considerations: By giving options I hope to engage more students, I will stop a few times
during the story to check on the students and give those who are falling behind a moment to catch up.

Transition to Closure: Put your notes and the story back into your binder
Closure (2 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning: What do you think the most important part of this story is?
Transition To Next Lesson: Comprehension questions coming tomorrow
Lesson Reflections (After you teach):
What went well:
Im glad I decided to ask them to read, it took a while to assign a paragraph to every student but
I think it was worth it
I gave them a minute to practice reading their paragraphs in their heads and asked if they found
any words they needed help pronouncing.
Some students refused to read when their turn came, I encouraged them and then invited them
to read it with me. Neither of them did, but my T.A. told me after that is was a good way to
handle the situation.

What can be improved upon:

I should have given some directions on how to read aloud to the class (reminders to speak
loudly, etc.)
I should have had a better plan on how to help them pronounce hard words, at least getting
them to practice saying them for me.
I need to watch the clock!

Describe how the students met your lesson objectives:

We didnt get to do our main activity yet but they did read the story albeit with limited
comprehension because of their verbal reading skills

What did you change as you taught this lesson:

We only got through the first activity, my closure was non-existent because I didnt watch the
clock