LESSON PLAN TEMPLATE

Nov. 18/20 Writing non-fiction about animals 4/5 PLP

Date Lesson Title Grade Level
40 min. Language arts Unit Lesson 3
Time in Lesson Subject
#

Learner Outcomes from the Program of Studies

What SPECIFIC outcomes will be addressed in this lesson?

Be able to write short non-fiction passages

Main objective in simple (grade 6 reading level) language Assessment Strategies

How will students have changed in what they understand/know/are able to What will I seek as evidence of learning? How will I employ formative
do/appreciate as a result of this lesson? assessment? How will I use prior assessments in this lesson?

By the end of this lesson students will…

Be able to find and write about simple non-fiction topics Observation of their writing and research

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will I attend to the needs of ALL learners in this lesson?

Laptops - Speech to text

- Aid students who are struggling
- Allow students who are ahead to write more

How will I ENGAGE (Hook) students in the lesson; ACTIVATE prior knowledge; and LINK this lesson connect to prior lessons?

- Relate what we are doing to the lesson from the day before. The questions they will be writing about are a list we made as a group the
day before.
Adapted from Wiggins, Grant & J. McTighe (1998)
 - Use animals as a topic because it engages most students.

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

What is the TEACHER doing? What are the STUDENTS doing? Approx. time
- Explain that we will be doing our own individual Listening, answering any questions, asking any 5-10 min.
non-fiction writing about animals. questions they might have
- Their animal should be different from the animal
last lesson.
- Go through the questions and explain the
assignment.
- They can look up facts online, but they need to
make sure they add “for kids”
- Ex: “what do armadillos eat for kids”
- They can use text to speech on their laptops for
websites
Instruct students how to find the template on google Following along on their laptops 5-10 min.
classrooms.
- Open google classrooms and go to literacy
Explain how to copy and paste it into a google doc.
- Highlight text, copy text
- Open google docs and create new document
- Past text in document

Walk around while students are completing the Typing their assignment 20 min.
assignment. Make sure they are following the template. Asking for help if needed
Assist when necessary and provide any clarifications.
Have students share their google doc with the teacher
once they have finished and had someone check their
work.

If done early they can work on dance mat typing on

laptops.

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

PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What needs refinement? What might you do differently next time?

These additional questions can help guide your response to the two self– reflection questions above:

 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?

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