Professional Documents
Culture Documents
Lesson
Title/Focus
Teache
r
Mrs. Stringam
LEARNING OBJECTIVES
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
#4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
#5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others. (celebrate and build community)
GLO: #2
SLO:
2.2 Respond
to texts
4.1 Generate and focus
Students will:
Compare challenges & situations
Identify descriptive language/figurative language
Organize ideas in own oral, written & visual texts
ASSESSMENTS
Observations:
Students are engaged with the re-telling of a fairytale. Helps them get
ready to read for understanding.
Key Questions:
Products/Performan
ces:
PROCEDURE
Introduction
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Time
Time
10
minutes
Assessments/
Differentiation:
Learning Activity
#2
10
minutes
Learning Activity
#3
20
minutes
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes would
you make in your
planning? What
have you learned to
improve upon future
instruction?
EA
Time
2
minutes
through
out
through
out
Put you sheet into your binder. Pull out your math books.
Reflections
We needed more time to complete this than 30 minutes. We spent a total
of 45 minutes on this activity.
Reading in partners was beneficial for students that struggle with reading
skills and stamina.
It was also effective for students to have a 2nd prediction with a partnerengaged both with the reading trying to see if their prediction was right.
Comprehension questions- needed to regroup and talk about them for
longer than 3 minutes, spent around 8 minutes discussing how it related
to the beast as well as understanding why someone would make those
kinds of decisions.
Good conversation happened with individual students checking for
understanding during activity. Sat down with a couple of students groups
to talk about their ideas/predictions.
Needed to re-group a couple of groups (1 student was gone, another 1
was ill)
Behaviours addressed at the beginning of class-shared with
expectations. Kept groups in the classroom that needed to be paired with
the assistant. (2 groups at the tables)
Sitting at the back between the half moon table and round tables.
2 groups sent back to work (not as strong readers and more severe
behavior group)
Guide discuss and push to be on task.
Follow the checklist at the front. Help with identifying unfamiliar words.