Lesson Plan

Unit: Imaginative and Literary Topic: Short Stories, Novel

Studies
Grade: 8 Time allotted: 5 periods (275
mins)

Overview and Purpose – What will be learned, why, connections to other topics
- The students will be able to identify the main events, topics, and arguments in a text.
- Make connections between the main idea of the text and themselves.
- Feel confident in asking questions to improve their understanding.
- Build their English vocabulary by exploring unknown words

PGP Goal(s) Addressed Lifelong Learners Self and Community

Engaged Citizens
Demonstrates ability to strive for/pursue new
knowledge Social Responsibility Literacies
Identity/Interdependence Thinking

Outcomes/Indicators: CR8.2
1. Predict what the text will be about
- Review an outline of the main ideas in a text and predict what information or stance will
be used to support these main ideas
2. Ask Questions

- Survey text and ask questions about it, form implicit questions and search for answers in text
3. Note key ideas and what supports them
- Stop at the end of each page, section, or chapter to answer the who, what, when, where,
why, and how questions.
- Note how examples, illustrations, and visual aids support or take away from key
messages.
4. Connect and construct meaning
- Make connections to self, other texts, and to the world to help with making predictions,
visualizing and drawing conclusions.
5. Respond personally (giving support from text)
- Connect, compare, and contrast ideas in text to own knowledge and experiences

Assessment of outcomes/objectives: Materials:

- Graphic Organizer containing main idea, supporting - Book Club
details, connections to the text, questions about the text,
and unknown vocabulary - Invitation to the
Game (8 copies)
- Observation of discussion times
- Nelson Literacy 8
- Visual representation of what they read (including main Student Set
ideas and supporting details)

- Graphic Organizers/concept maps are an easy to create their

own way of trying to understand the main ideas and supporting
details of the text.
-

Introduction
- Show a PSA and discuss surface leveling meaning, what other meanings can you take from
the PSA, and what is the PSA not stating (show PSA because students wont be relying on
their listening ability, but incorporating visual representation)
- Discuss what is the main idea and supporting details? Show in a graphic organizer like a
spider-web
- Find and share a short piece of text. Model this text to show how to create prep notes.
- Start the class as an open class.
- For the purpose of this lesson the reason why I decided to show a PSA to start the lesson was
because for EAL students reading the instructions may be difficult. Providing an audio and
visual examples highlights their stronger skill areas and gives them a better understanding of
the teachers’ instruction.
- Some students may not know what a graphic organizer is, therefore showing them how to do
 will give them a clearer idea of the teachers expectations.
- Some students are visual learners, modeling the prep notes gives students a better
understanding of what is expected on them.

Instructional Methods
- Model reading, share reading
- Guided practice,

- Independent practice
- Scaffolding is an effective way to increase students learning. Building on each stage of the lesson.
Starting with model reading/shared reading than progression on to guided practice, which gives the
students more independence with teacher support. Once the students are comfortable enough
moving on to independent practice, giving students full independence on the lesson with support
from the teacher coming from students asking questions builds students learning and independence.

Closure:
- Poster/collage assignment
- Clearing showing main ideas and supporting details
The reason for choosing a visual representation allows for students to be creative in their
understanding of the main idea and supporting details of the text.
Collages and posters give the students a creative way of being assessed in their learning
As a side note: collages and posters allow for the teacher to place the student work up on the wall to
show students progression throughout the year.
Adaptations/Differentiations:
- Gradual release of responsibility
- Focusing on student strengths using the PSA, focusing on audiotory and visuals
- Provide multiple examples of finding the main idea of the text
- Provide material for appropriate student reading levels
- Monitor the students success by taken in students graphic organizers daily and plan for re-
teaching
- Do conferencing with the students
- Ask for assistance from EA to assist the EAL students with the text comprehension and
monitor
Resources:
- https://education.scholastic.ca/product/9781443008372
- http://school.nelson.com/nelson-literacy-8-student-book-set/