Cody Hartsburg

EDUC3501 : Lesson 2 – Learning Taxonomies

October 27, 2023

CONTEXT

Grade(s): 5

Subject(s): French Immersion Language Arts and Literature (New Curriculum

LearnAlberta) (Class is taught mostly in French)

Long-Term / Big - Being able to decipher different genres of books and movies.
Picture Sequencing - Being able to apply the use of different genres in their own
and Scaffolding: writing.
- Learning how to justify and explain.

GOALS

Curricular Organizing Idea: Text Production - Text production and creativity

Expectations: allow for the sharing of ideas and information in various contexts.

Guiding Question: How can the management of the writing

process be adapted to text production and personal goal setting?

Learning Outcome: Students implement an orderly process to

generate, plan, write, and share their ideas, meeting the
requirements of the type of text and targeting language goals.

Implicit Learning: - Writing skills

- Vocabulary skills
- Literary competence
- Ability to work independently

MATERIALS & RESOURCES

- 10 passages from different genres

- Whiteboard markers
- Paper and pencils (in case students don’t have any)

OVERALL INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

- Introduction game (collaborative)

- Draft writing (individual)
- Peer review (collaborative)

TIMING, SEQUENCING, TRANSITIONS OF LESSON

KEY PROMPTS & INSTRUCTIONS

Introduction / Hook Greet students, ask everyone individually how they are today.
(10 mins) Have about 10 passages from different genres prepared. Split the
class into teams of 5 based on where everyone is sitting. Read the
first passage completely. Give each group 30 seconds to discuss
which genre they think it is, then ask each group to say what they
 have decided. Each group that guessed correctly will be awarded
one point. Repeat with next passage. At the end of class, they will
line up at the door based on how many points their team got.

Draft Writing (30 Give instructions on how to write an introduction to a short story of
mins) a genre of their choice. Tell them some key elements such as
hooking the audience, giving background information, etc. They
will be able to pick one of the 6 genres we learned about in the
previous class (crime, fantasy, science fiction, action & adventure,
biography, or fact book). Give them 30 minutes to work by
themselves to come up with a rough draft of an introduction.

Peer Review (10 After they finish writing their introductions, have students read
mins) each other’s work and give each other feedback. Put them in pairs
based on where they are sitting. If there is an odd number of
students, there will be one group of three. If they give and receive
feedback faster than expected, then tell them to find a new partner.
Walk around the classroom and observe they type of feedback that
students give to each other.

Conclusion / Finish the class by asking students as a group why they picked the
Wrap up (5 mins) genre that they did.

ASSESSMENT(S)

- Introduction game (summative)

- Peer review (formative)

Written Statement

My lesson plan adheres to all the aspects of Fink’s Significant Learning Taxonomy in

the following ways:

Foundational Knowledge: At the beginning of the lesson, we start out by reviewing

what we learned in the previous class. This solidifies what the students already know and

allows any gaps in knowledge to be filled. They will also be able to demonstrate their

knowledge of how to write well by giving their classmates quality feedback.

Application: By writing their own work, students must apply their creative thinking

skills to produce a work of quality. Also, by engaging in peer review, they activate their

critical thinking skills by practicing how to give effective feedback.

Integration: Writing their own short story gives students the opportunity to connect

different ideas they have. Through the creative writing process, they may make connections
using people in their lives, dreams they have, and their budding sense of humour which they

will have the opportunity to develop.

Human Dimension: By writing their own short story based on a genre they

themselves have picked, students learn more about what they are interested in, and can

expand what they already know in that area. In addition, by doing peer reviews and listening

to what others say about why they picked their genre, they can learn more about their

classmates and connect with each other on a deeper level.

Caring: While students write a short story, they may implement values that they never

previously thought about and develop their own values that they can carry forward in their

lives. Additionally, if a student decides to write about a genre that is slightly out of their

comfort zone, they may discover a new genre that they actually really enjoy!

Learning How to Learn: Individual draft writing allows students to develop themselves

as self-directing learners. As long as they have the proper guidance and scaffolding, they will

learn how to think for themselves and work independently without constant assistance.