Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Mark Vocabulary
Chapter 7&8 Activity

Subject/Gra
de Level

Grade 5/6

Unit

Vocabulary
Novel Study

General
Learning
Outcomes:

Date
Time
Duratio
n
Teache
r

November 27, 2014

1 hour
Stephanie Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Outcome 4: Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.
_________________

General Outcome 2: Students will listen, speak, read, write, view and represent to
Specific
Learning
Outcomes:

comprehend and respond personally and critically to oral, print and other media texts.
4.1EnhanceandImprove:extendwordchoicethroughknowledgeofsynonyms,antonymsand
homonymsandtheuseofathesaurus
4.2AttendtoConventions:usephonicknowledgeandskills,visualmemory,themeaningand
functionofwordsincontext,andspellinggeneralizationstospellwithaccuracyinownwriting
_____________
2.1UseStrategiesandClues:monitorunderstandingbyevaluatingnewideasandinformation
inrelationtoknownideasandinformation
2.2RespondtoText:describeanddiscusstheinfluenceofsettingonthecharactersandevents
2.3 Understand Forms, Elements, and Techniques: discuss the connections among plot,
setting and characters in oral, print and other media texts
LEARNING OBJECTIVES

Students will:
1. Students
2. Students
3. Students
4. Students

will
will
will
will

develop an understanding of new country and city vocabulary words.

identify whether the words represents the country or city.
analyze and record the key points discovered in Chapter 7&8.
develop a deeper understanding of Escape from Big Muddy.

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

Learners are engaged with the teacher (eye contact, head nods, etc.)
Learners are engaged during classroom discussion. (Sharing ideas,
listening to others and adding opinions)
Students are listening and following along with the PowerPoint.
What are the key points within Chapter 7 & 8?
What do the new vocabulary words mean?
Which vocabulary words are used to identify the city?
Which vocabulary words are used to identify the country?
Discuss the questions within their Novel Booklet.
Record their answers in their Novel Booklet.

LEARNING RESOURCES CONSULTED

http://education.alberta.ca/media/450519/elak9.pdf
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

White Board
PDF of Novel questions

Lesson Plan Template ED 3501 (Version C)

PDF of Vocab

PROCEDURE
Prior to lesson

Attention Grabber
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Drop Box print out lesson plan

PDF of Novel worksheet
PDF of Vocabulary
Introduction
o Good morning class, today we will start our language
arts class by marking our vocabulary sheets
Participation in class discussions.
Respect others within the classroom. (Listen when others are
speaking, Respect other opinions about the book)
Attention Grabber Overview of lesson
Activity 1 Go over the main questions.
Activity 2 Let the students work on Worksheet
Body
Mark Vocabulary
Hand out the vocabulary worksheets back to the students.
Put the PDF on the board.
Go down the rows for students answer the questions. Write
the questions on the white board.
If there is confusion make sure to clarify.
Once the sheet is marked, have the students put the sheet in
their binder. MAKE SURE TO STUDY!
Assess which students are confused when giving answers.
Check for understanding of the worksheet while the answers
are given. If lots of students do not get an area, spend extra
time on that area.
Now, lets continue exploring the new information read
last class from Chapter 8.
o Our goal this lesson is to be able to say. I can
demonstrate my understanding of chapter 7 and 8
from Escape from Big Muddy by answering key
questions.
Discussion
Go over (orally) the questions from their working booklet:
o Lets revisit what happened in Chapter 7 & 8.
o
These questions are some of the main points in the
chapter. Are there any other significant points that you
think are beneficial to the continuation of the novel?
Transition to PowerPoint by changing slide.
o

Time

Time

10 mins

35 mins

Worksheet
o Next I would like you to work on your Novel Study
Booklets. Please answer chapter 7 & 8 questions. You
will have the book to help you in case you need it but
you should have a good understanding of the
questions. Please have full sentences!
o We will go over the first question together as a class.
Look at PDF and answer first question together in the students
words
o Can the last person in each row please grab enough
novels for everyone in their row. Once you have a
novel get started!
Once students start finishing up:
- Go over the questions on the board create the
answers with the students.
- Write each answer
Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation

Feedback To
Students
Sponge
Activity/Activities

Lesson Plan Template ED 3501 (Version C)

After each question is finished ask the first person in each row
to collect the novels. Please sit quietly and be ready for Mrs.
Hoffman.
When the class is working on their sentences, walk around
the classroom and help those who need it.
When answer the questions together as a class, make sure
students let each other speak, dont aloud shouting out. Help
the student create the sentence if struggling.
Be confident when asking questions and really pay attention
to which students are putting their hands up and listening. (No
shouting out answers!)
Give wait time in between each question asked.

Closure
Thank the students for their participation in discussion and for
working hard for you!

Time

If extra time, work on character wheel.

Adapted from a template created by Dr. K. Roscoe