Lesson Plan

Lesson Title: Diwali Flap Book Grade: 2 Date: Thursday, November 23, 2017
Subject/Strand: Language Unit: Writing Location: In the classroom Times: 45 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?)
Students have already gotten their flap book and have written festival of lights at the front and made fireworks on that page. I will be
starting off with a read aloud on Diwali and then a following video connecting to the book. They both talk about Diwali and how it
involves family, food, fireworks and a happy time. Students are now going to write Diwali on the second flap and when we open it,
students will have to match their descriptions with the pictures at the top. The descriptions will already be typed up and students are
to cut it out and paste it beside the picture. Students also have to decorate their images, for example, there is a Rangoli, a Diya and a
garlin. For Rangoli, students are going to use color sand and glue and decorate, for the Diya students are going to use glitter and for
the garlin, students will use tissue paper to add in the circles. After I will do a mind map with the students about Diwali and get their
answers. Students will help me gather and organize ideas about Diwali. Students will use the mind map to guide them. Students will
get a working copy to write about Diwali. This will let them fix their mistakes and make the good copy neat. After students are done
their working copy, they can move onto their good copy.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience; (language curriculum)

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors,
refine expression, and present their work effectively; (language curriculum)

A1. Application: compare some significant traditions and celebrations among diverse groups and at different times, and
identify some of the reasons for changes in these traditions/celebrations ( FOCUS ON: Perspective; Cause and Consequence)
(social studies curriculum).

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Developing Ideas

1.2 generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask questions such
as the five W’s [who, what, when, where, why] to identify personal experiences, prior knowledge, and information needs; brainstorm
ideas with a partner) (K)

Punctuation
3.4 use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or
exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks (A)

A1.1 compare ways in which some traditions have been celebrated over multiple generations in their family, and identify
some of the main reasons for changes in these traditions (e.g., immigration to Canada, family members marrying someone from a
different culture, changes in technology) (K)

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:
I will learn what Diwali is
I will organize and write information about Diwali

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can organize my labels with the correct picture
I can write about Diwali using COPS
I can draw pictures relating to my sentences

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
(Written) Students are writing in full sentences about
Diwali using COPS. Students are also labelling I will keep a checklist for behaviours, the
the correct illustrations with a sentence below names of the students, matching
the picture. illustrations and sentences and sentence
structures.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will need to know what traditions and celebrations are.
They need to be able to write in full sentences.
Students will need to know about the flap book.
I.E.P. program implications: Accommodations, Modifications
Student A= He can copy the mind map sentences on the white board. I will be there to help him fix it to full sentences.
Differentiation: Content, Process, Product, Environment, Assessment
Content= I will make sure my mind map is detailed enough so students have enough information to write about in their flap books
about Diwali. I will also give clear instructions on what to do with the cutting and pasting of images.
Product= Students could decorate the images using what they want to use, it is not mandatory that they have to use my items.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Diwali
Tradition
Celebration
Diya
Rangoli
Garlin
Fireworks
Gifts
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.
Color sand, tissue paper, glitter, flap books, read aloud, video, working copy, scissors and glue.

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
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: _____15 minutes___ (Indicate time breakdown of instructional elements)

Good morning boys and girls today we are going to talk about
Diwali.
Our learning goals today are: Students are to think about themselves when I ask them
Today I will learn: questions.
I will learn what Diwali is
I will organize and write information about Diwali
Our success criteria are:
I can organize my labels with the correct picture
I can write about Diwali using COPS
I can draw pictures relating to my sentences

We are first going to start off by reading the book Diwali.

I will be using this book to focus on connecting (text to self).

Who celebrates Diwali?

Does anyone else pray to god like this girl is doing in the picture?

Now we are going to watch a video on Diwali that talks a lot

about family, types of foods, and clothing they wear in Diwali.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ____35 minutes___ (Indicate time breakdown of instructional elements)
Students are to think of key concepts of how people celebrate
Diwali.
Okay boys and girls, can someone help me and tell me what they
feel Diwali is? We looked at a video and also read a book about
it.
I will make a mind map with the students.

Okay, can everyone write the word Diwali in our table of

contents. We are writing Diwali there because that is our first
topic and we will add on more after.

Now, can everyone write Diwali on their second flap.

There is a sheet beside you with labels for the pictures and
sentences along with the labels. You are to cut those labels and
sentences down and paste it inside your flap book. The sentence
has to match the picture.
After we have pasted everything on, we are going to look at our
mind map and write full sentences on a working copy. After we
have written our sentences on the working copy, we can write it
in our flap books.
There are many great ideas on the board boys and girls, your job
is to put them into full sentences.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: _____5 minutes___ (Indicate time breakdown of instructional elements)

Boys and girls, great job on writing your sentences, they all look
great!

Can someone help me out and remind me what is Diwali?

What are some objects they use for Diwali?

What did we learn about celebrations and traditions?

Our learning goals today were:

Today I will learn:
I will learn what Diwali is
I will organize and write information about Diwali
Our success criteria were:
I can organize my labels with the correct picture
I can write about Diwali using COPS
I can draw pictures relating to my sentences

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

Students will be learning about Kwanza and we will be writing sentences for that also.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?