LESSON PLAN TEMPLATE

Date November 14/8 Lesson Title “The Grand High Witch” Grade Level 5

Time in Lesson 53 minutes Subject English Language Arts Lesson # 4/23

Developed by Alexandra MacKay (10111977), Field III, Fairview School Grade 5 ELA with Mrs. Jessica Solomon

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

 General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences
o 1.1 Discover and Explore
 Express ideas and develop understanding
 read, write, represent and talk to explore personal understandings of new ideas and information
 General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to
oral, print and other media texts
o 2.2 Respond to Texts
 2.2.1 Experience various texts
 describe and discuss new places, times, characters and events encountered in oral, print and other media texts
 2.2.2 Construct meaning from texts
 describe characters’ qualities based on what they say and do and how they are described in oral, print and other media
texts
 support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts
 General Outcome 3: Students will listen, speak, read, write, view and represent to manage information and ideas
o 3.1 Plan and Focus
 3.1.1 Focus attention
 summarize important ideas in oral, print and other media texts and express opinions about them
 General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication
o 4.2 Attend to Conventions
 4.2.2 Attend to spelling
 Know and consistently apply spelling conventions when editing and proofreading own writing

Adapted from Wiggins, Grant & J. McTighe (1998)

 Objective in student-friendly language
What will students understand/experience/appreciate as a result of this
lesson?
By the end of this lesson students will…
 Have recapped what they have learned so far in the book
 Have made some predictions about who the Grand High Witch
is and what role she will have in the story
 Have read/listened to a new chapter in the novel
 Have discussed what they learned in this chapter
 Have come up with some descriptive words relating to what
they know about the Grand High Witch as a class, and then
applied those words to the activity in their workbook
 Have practiced reading comprehension strategies
Resources
What materials/resources/technology will be required?
The materials required are:
 The Witches novel
 The Witches Activity Booklet (and Modified version)
 Student writing implement (ex. pencil)
 Whiteboard and marker for descriptive word ideas during
class
 *My watch, to keep track of time
Assessment Strategies
What will I accept as evidence of learning/development? Have I employed
formative assessment? Do I make use of prior assessments in this lesson?
I will determine evidence of learning by seeing if:
 Students are using their imaginations and what they have
already learned from the novel to make informed predictions
 Students are engaged in the story
 Students are participating in the class discussion
 Students are making character predictions based on evidence
from the novel
I have assessed how quickly the students work through other lessons
in this unit, so I will base my time estimates on that knowledge.
Personalization/Differentiation
How will you attend to the needs of ALL learners in this lesson?
I will attend to the needs of ALL learners by:
 Reading the story aloud to the students in class: this will aid
ELL students and struggling readers and allow us to
strengthen class community through a group activity
 Engage the students in classroom discussion so they can share
their ideas
 Have a Modified Activity Booklet for students with LDs, IPPs
 Use the whiteboard to write down student generated
descriptive words. This will provide students with a visual aid
and exemplify the “I do, We do, You do” philosophy because
students will be able to take the words the class thought of
and apply them to their workbook activities.
Adapted from Wiggins, Grant & J. McTighe (1998)
LESSON PLAN SEQUENCE
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

We are on the fourth chapter in our novel study and the students are very excited to continue reading The Witches and to share their ideas
and predictions. I will ask them to recap what happened in the last chapter – “How to Recognize a Witch” – to refresh their own knowledge
and help fill in the gaps for any students who may have been missing last class. We will also make some predictions about what this chapter
will be about/what will happen in it/what new characters will be introduced.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

 Introduce Mr. Laycock to the class and explain why he  Hand out novels/booklets
is there  Recap the novel
 Ask 2-3 students to hand out the novels and The 5 minutes
Witches Activity Booklets
 Ask students to recap what has already happened in
the novel:
o Who are the characters we know already?
o What is the setting?
o What has happened in the story?

 Ask the students to make some predictions about  Predict what will happen in this chapter 5 minutes
what will happen in this chapter (ex. remind them to
base their predictions on evidence from the novel):
o Will we meet a new character?
o What will happen to the Boy?
o What challenges do you think the Boy will
face?

Adapted from Wiggins, Grant & J. McTighe (1998)

  Read-aloud of “The Grand High Witch”  Listen and follow along in book 20+ minutes

 Facilitate a class discussion about what happened in  Participate in class discussion using evidence from the 5-10 minutes
the chapter: novel
o What happened to the main characters?  Demonstrate reading comprehension
o What did we learn about their new home?  Brainstorm descriptive words
o What did we learn about the Grand High
Witch?
 Ask students to brainstorm some words they could
use to describe the Grand High Witch and write them
on the whiteboard

 Ask students to use the words they came up with as a  Work on the activities in the workbook 5-10 minutes
class and apply them to the workbook activities on  Clean up
p.5-7 (ex. put words in the box on p.5 and use them to
write a description on p.6-7).
o Students should write as much as they can
o They will have time to work on this next class
 Begin cleanup at 3:48pm

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Students will understand that being able to extract meaning/enjoyment from texts and the ability to demonstrate effective reading
comprehension are skills they will need throughout their lives; novels like The Witches allow them to engage in these skills in fun and
accessible ways.

Students will understand that being able to make informed predictions about plots/characters based on evidence from the text is a skill.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)