Name: Laura Famiglietti

Cohort: A1

Lesson Plan
Lesson Title: __Character/Plot/Setting (small group)_____________ Grade: _6__ Date: _11-02-15__
Subject/Strand: _Language Reading
minutes): _~60.

Unit: Story Writing_ Location: __In Class__

Time:

(length in

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?)

The students in groups of three or four will each be given a chart with the headings: character, plot,
and setting. They will use the books that they have selected and complete the chart by recording
the adjective each author used to help create each element. This will fit into the context of the unit
by further developing an understanding of how adjectives can be used as descriptive words.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
1.

(numbers from documents and details)

Read and demonstrate a variety of literary, graphic, and informational texts, using a range of strategies to
construct meaning

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

1.7 Analyze increasingly complex texts and explain how the different elements in them contribute to meaning (eg.
Narrative, contribution of characters, plot, setting)

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 use what I know about adjectives to understand the meaning of a text
The importance of adjectives and why authors use them
How different elements of a text contribute to its meaning

ASSESSMENT and EVALUATION

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: Fill a chart with adjectives that the author used in his/her writing
I can: Understand why authors pick and choose certain words
I can: Analyze the different elements of a text
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
Written, Oral, Performance
(Write, Say, Do)

Write

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Students will be able to show their

thinking by filling in the chart as a
group of what words they think is
adjectives, and they will write why
they think that way.

Observation and anecdotal notes of who is

participating and contributing to the group
using their own adjectives.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* an understanding of what an adjective is and why it is used

* an understanding of the different elements of a story/text
* been able to describe in a class discussion these elements from the story The Napping House
Lakehead University Orillia, 09 02 15

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

Modifications
For Devon a possible accommodation is to place him in a group where they will have a designated writer,
one person to write the ideas of all of the group members. He is able to communicate his thinking orally,
but struggles getting his ideas down in written form.
However if you want to focus on his writing skills, it is possible to make lesson one in which the students
can only share their ideas through written form, telling them that it is a silent exercise and are not allowed
to talk. Have everyone write down their ideas and then place them in a pile and go over them afterwards
as a group. This will force him to practice.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration,

initiative,
self-regulation
(for word wall and/or to develop schema)
There are no new words introduced but they may come across new words in their chosen text, if that is the case they will have to create
a word list which we can discuss as a class later.
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.

Vocabulary

A chart handed out to each student with the headings: character, plot, and setting
Individually selected books of each of the students
The chart of nouns and adjectives from lesson 3 as a reference

Learning Environment

(grouping; transitions; physical set up)

First the students will work independently then they will be instructed to form groups of three or four and in these groups will fill out the
chart by recording the adjectives.

Cross Curricular Links

Possible links are dependent on the books that the students choose
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: __5___-__15___ (Indicate time breakdown of instructional
elements)

Okay everyone, we have learned all we can

from The Napping House, now I want to see
what you can do. Lets all take our seats.
The teacher will hand out a variety of books
to the students. Here are different books. I
want everyone to be able to look though
them and pick the one they find the most
interesting.
As the students look over the texts the
teacher will remind the students of what they
had learned over the last six lessons.
Remember what we did when we talked
about

The teacher will hand out the Character, Plot,

and Setting charts to the students. The
teacher will then explain what will be done.

The students move back to the desks, as quickly

and quietly as possible.
The students will all choose the book that they find
the most interesting, could be factual or fiction
(this will help the teacher determine what the
interests of the students are.
The students will think about what they had
learned over the past few days, we know that
things need descriptive words, when we talk about
them. We know what the definition of an
adjective is. We know how to talk about the
characters, the plot, and the setting. We have out
noun/adjective word chart.
The students will listen to the instructions
(hopefully) so the teacher will not have to repeat
them.

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.

Lakehead University Orillia, 09 02 15

Time: __15__-__40___ (Indicate time breakdown of instructional

elements)

The teacher will finish explaining the

objective to the students as they are picking
their books. On this chart that I am handing
out I want you all to think about the headings
and fill them out. Remember I want you to
work independently.

The students read through their book and fill out

the chart. They can be as detailed as they wish.
They do not say anything because it is independent
work

As the students are working the teacher will

be circulating around the room just in case
someone needs help and also to make
observations on how the students are
displaying their thinking.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: __5__-__15__ (Indicate time breakdown of instructional
elements)

Once the independent work is completed the

teacher will instruct the students on the next
step. Okay now that we all have an idea lets
get into groups of three or four.
The teacher will hand out another chart the
same as the others and instruct the students
to choose one book as a group and fill out the
adjectives that the author used to help create
each element.

The teacher again will go around and make

notes on how the students are collaborating
together.
The teacher will instruct the students that
each must give a reason as to why they chose
one of the adjectives and how it is used, and
they will have to hand in the chart by the end
of the lesson.

The students have completed their charts and

begin to move into groups.

The students pick one book and begin to fill out a

chart together. They all participate in a discussion
and support each others ideas. If they want to
place a certain adjective on the chart they have to
support their thinking with reasoning. I think this
is a strong way to describe this character because
they showed this quality when they did this.

By the end of the lesson the students will write

their names on the chart and each chose one
adjective that they used and write their reasoning
as to why it is important.

The teacher will make note of the students

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

This will lead into lesson eight: working independently, students choose the character, the plot, or
the setting of The Napping House. They may choose either to draw or build their own version of one
of the elements of the story. Students will write their adjectives on pieces of paper (cut out to
represent an object in the story) and tie them to a coat hanger using thread or yarn.
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