GLOs from Alberta

Program of Studies
Language Arts:
GLO 1- Students will listen,
speak, read, write, view and
represent to explore thoughts,
ideas, feelings and experiences.
GLO 2- Students will listen,
speak, read, write, view and
represent to comprehend and
respond personally and critically
to oral, print and other media
texts.
GLO 3- Students will listen,
speak, read, write, view and
represent to manage ideas and
information

SLOs

Assessments

Language Arts:
-1.1 Express ideas and develop
understanding. TSW use own
experiences as a basis for
exploring and expressing
opinions and understanding.
TSW read, write, represent and
talk to explore personal
understandings of new ideas and
information.
-2.1 Use comprehension
strategies. TSW comprehend
new ideas and information by
responding personally, taking
notes and discussing ideas with
others.
-3.1 Focus attention.
TSW summarize important ideas
in oral, print and other media
texts and express opinions about
them
-3.3 Manage information
TSW organize ideas and
information to emphasize key
points for the audience.

Formative Assessment:
The teacher will formatively
assess student understanding
throughout the lesson using
student paraphrasing and
thumbs-up/thumbs-down
questions. The teacher will
circulate among students while
they write their response
journals, and suggest adding
further detail if the student
finishes ahead of time with
insufficient coverage of relate,
reflect, or retell.

Ed 3506
Grade Five Language Arts Lesson Plan
Peter Vooys
Mrs. Tamara Sampson
December 9, 2015
Paragraphs: Day One

Lesson time: 45 minutes

1. Introduction-5 minutes
2. Body of Lesson- 37 minutes
3. Closure- 3 minutes
Materials: Language arts duotang, handouts for students, guitar

Summative Assessment:

Objective: TSW practice writing good paragraphs.

Introduction (2 minutes):
The teacher will tie the students recent response journal writing on Wonder by RJ Palacio into the idea
that they need to learn to write better paragraphs. The teacher will ask students to pull out a pencil and
have it ready.
The teacher will open with the Paragraphs song to hook the kids!

Body:
Direct Teaching:
The teacher will bring the students to the carpet area for a discussion of paragraphs.

Teacher:

Who likes hamburgers?

Students:

Yay!

Teacher:

Heres what I like. You have this great bun sandwiching this all-beef patty. Very tasty!
This is a little bit like writing. Do you know how its like writing?

Teacher provides analogy between the beginning, middle, and end of a story, and the top bun/patty/bottom
bun combination of a hamburger. Then ties this into paragraphs.
Teacher explains the three main components of a paragraph: the introductory, or topic sentence, the body,
and the concluding sentence. Teacher writes these on board, inside a hamburger shape. The patty is bigger
than the buns in this drawing.
Teacher:
paragraph,

The paragraph is like a hamburger. The top half of the bun is like the introduction. The
bottom half of the bun is like the conclusion. These sandwich the body of the
which is the big meaty part where you give your details.

Activity 1:
The teacher provides students with the bodies of three paragraphs. The students will write a topic
sentence and a concluding sentence based on the body of each paragraph.
Teacher will select several students to read their paragraph.
Paragraphs:
Introduction and conclusion are italicized. These have been removed on the student worksheets.
Owls are the best birds ever, said my friend Emily Langley. Emily explained to me that owls are the best
birds because her parents told her that she reminded them of a wise owl. I didnt think this was a real
reason for the owl being the best bird. So she explained to me that when owls eat their prey, they cough
up a pellet with all of the bones of the mouse they just ate, so the bones dont get stuck in their stomach.
Then she told me that owls have great vision, and they can see well at night, which would be a neat skill
to have. My friend Emily Langley thinks owls are the best bird ever, and Im starting to agree with her!

It makes me sad when my Mom mixes weird vegetables in with dinner. Once, my mom decided to put
celery in her spaghetti sauce. Celery doesnt go with spaghetti sauce! Shes never done that before, but
she has also done this with other meals. She put carrots into spaghetti sauce once, too, which made an
otherwise good sauce really gross. My mom is a great cook, but she I think she likes to experiment too
much with vegetables!
Bonus Paragraph:
Dangerous Danny isnt quite the best motocross rider in Balzac, Alberta. A great moto-cross rider must
possess great skill at riding a dirtbike! To be the best, Danny practices every day and every night,
sometimes until the early morning. His parents tell him to go to bed, but he pretends he doesnt hear them
because hes so hardcore. This practice is the price he has to pay to do a full-front flip with more style
than any other rider in Balzac. At some point, hes going to have to get off his X-Box and get on an actual
dirtbike. But still, when youre Dangerous Danny, theres nowhere to go but up.
Activity 2:
The teacher will present the students with a paper of information. The students are to summarize it in a
paragraph. The teacher will provide a hamburger paragraph handout to the students, who will fill out
the sheet for the remainder of the class.
Closure:
The teacher will review the hamburger analogy with the students, and revisit the paragraphs. A few
students may read their paragraphs to the class. The students should have finished their paragraphs, but if
they havent, they should complete them as homework.
Teacher:

On Friday, well have another look at paragraphs, using a little bit of a different
framework. It should be neat!

Notes:
-This lesson took two full classes. As part of the Professional Semester One learning process, Ive
realized that my expectations for what a grade five class can accomplish are pretty high! My TA Tamara
Sampson and I decided to split this lesson into two classes, and students read their paragraphs from
Lesson One in the second lesson, and then started working on paragraphs using an information handout
about teachers.