SOMETIMES I FEEL LIKE A…

LESSON PLAN 1

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

 LESSON PLAN

November 8th Sometimes I feel like a… 1

Date Lesson Title Grade Level
Literacy 1
Time in Lesson Subject Lesson #
45-60 mins
Developed by
Elizabeth Tran

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

Addressing:
Health: R–1.9 recognize and accept individual differences within groups; e.g., one’s own family
Social: 1.1.1 value self and others as unique individuals in relation to their world:
- recognize and respect how the needs of others may be different from their own (C)
Indigenous Knowledge: Students will continue to learn how animals are important in different Indigenous cultures?

Assessing:
English:
- 2.1. Use textual cues:
o use word boundaries, capital letters, periods, question marks and exclamation marks to assist with constructing and
confirming meaning during oral and silent reading
- 2.4. elaborate on the expression of ideas
o change, extend or complete rhymes, rhythms and sounds in pattern stories, poems, nursery rhymes and other oral, print and
other media texts
In ELA Assessment and Reporting Guide (CBE):
- General outcome 2: Complete texts by changing part of pattern

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

 Objective in student-friendly language Assessment Strategies
What will students
What will I accept as evidence of learning/development? Have I employed formative assessment? Do I
understand/experience/appreciate as a result of
make use of prior assessments in this lesson?
this lesson?

By the end of this lesson students will copy Formative assessment:

the sentence: “Sometimes I feel like a bear, Decoding group game
_______ and ________.” In the right order with Use of environmental print
proper spacing and draw a picture to match Writing journals
the sentence.
Today I’m going to be looking to see if you copy the words in the right order with spaces in
between each word.

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

Green writing journals Multiple entry points

Sometimes I Feel Like a Fox by Danielle Daniel - Extra support: direct instruction about how to spell their chosen words verbally and
Pencils, crayons, erasers with a written source for them to copy or just a written source for them to copy
Environmental print - Extension: learners who require extra challenge will add an action sentence at the end
Paper or sticky notes for spelling for students with support. Ensure they are engaging in WOW drawing (4 stars). Sound out easy
who require support words (words that have phonetic spelling)

E and L require more one-on-one support with writing. Verbal praise, telling them the parts
of the work you like and individual environmental prints instead of sharing at the table

G and M require more support with attention and staying on task. Keep them at their seat, no
floor work unless they are done writing (they can colour and draw on the floor)

S will colour her picture and provide oral answers to: “What animal do you sometimes feel
like? Why?” allow her to draw but record her answers in the book for her.
- Goal for S today is to continue colouring and drawing after the adult walks away. Tell
her that “we want you to keep working on this for a little and I will be back to check
on you”
- When she saturates, she must work on fine motor movement and strength before

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

 reading.
- Line tracing, name tracing, and erasing

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?

Reading the book-

- Dedication- explain the importance of a totem pole
- explain higher level words as we read

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?

Group discussion Students will engage in active listening and answer 10 minutes
1. Explanation of the book and how it is okay that questions through the proper learning etiquette (raise
different people feel like different animals hands, listen to speaker.)
sometimes
2. The author is Metis, which means she is part of the
Indigenous community. This is important because
the book is based on totem poles and when we
talk about somebody’s culture we want to make
sure that we are learning about it from an
authentic source. What does authentic mean?
3. Ask students what animals they sometimes feel
like
4. Brainstorm possible sentences and ideas to fill in
“Sometimes I feel like a bear, _______ and ______.”
Decoding game Students will take turns (using class sticks to avoid 10 minutes
1. Take a brainstormed sentence and mix up the fighting) to re-arrange one word in the sentence until
Adapted from Wiggins, Grant & J. McTighe (1998)
 words. Have students try and put the sentence
back together. Remind them of the context clues
that they should be looking for if they forget
(capitals, punctuation). Read out loud and ask
them if it makes sense
they can fix the sentence as a group. Students can help
each other but must remain respectful (language and
touching) and positive

Writing Journals Students will watch to see how the teacher wants it and 15 minutes
1. Demonstrate how you want their page to look in ask any questions they may have
their writing journal through modelling If students require extra one-on-one support (self-
2. Everyone has to write “Sometimes I feel like a identified) they can stay in the learning area to go
bear, ______ and _______” but if you want to take a through the process again
step forward, you can add an action to it. In the Students will copy the environmental print, filling in the
book it says “I stand tall and growl and protect blanks with the help of the adults in the room when they
those around me” but it could just say “I stand tall” cannot spell confusing words
3. Ensure that the students who require extra help
stay with you to go over it again while the others
work
4. Ensure all environmental print is provided (on the
desk) and circulate to provide formative feedback,
positive verbal praise (in regards to their
engagement to the learning), and ask them self-
reflecting questions (what is your favourite part of
the picture you drew?)

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 read their page to the teacher and speak on their choice of words and get formative feedback in regards to the
objective of the lesson.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

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

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 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?

Exaggerate the spaces between the words

Model exactly the structure of the sentence
Repeat the sentence
Reference the Indigenous piece more
- Add totem pictures, why is a totem important
Control movement, energy
- Compliment the children who are doing well
Make your thinking visible
- Over-explain everything, they need it. They don’t have the same knowledge

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

Example of a “Sometimes I Feel Like…” Page

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

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