Lesson
#2
Once Upon An Alphabet Writing Part 2
Date
November 19, 2014
Subject/Gra
de Level
LA Writing/Grade 2
Time
Duratio
n
60 Minutes
Unit
Teacher
Miss Davis
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
1. GLO 2: Comprehend and respond personally and critically to literary and media
texts. 2.3 Understand Forms and Techniques.
2. GLO 4: Enhance the Clarity and Artistry of Communication. 4.2 Enhance and
Improve. 4.3 Attend to Conventions.
1. Recognize key features of a story beginning, middle, and end. Development
of vocabulary. Demonstrate interest in sounds of words and word patterns
(alliteration). Create original text.
2. 4.2 Share stories and creations with peers and respond to questions. Revise
writing by adding information and ideas. 4.3 Use complete sentences. Spell
familiar words using a variety of strategies.
LEARNING OBJECTIVES
Students
1.
2.
3.
will:
Recognize key features of a story beginning middle, end
Recognize alliteration and develop vocabulary
Create an original text using complete sentences and independently spelling familiar
words
4. Share stories and creations with peers and respond to questions
5. Revise writing by adding information and ideas
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Level of student engagement, and progress on the worksheet
Can the students recognize key features of a story?
Can the students recognize alliteration and develop their own alliterative
vocabulary?
Can the students create an original text using complete sentences and
spell independently?
Did the students share their stories with peers and respond to questions?
Did the students revise their writing by adding information and writing?
Complete worksheet
LEARNING RESOURCES CONSULTED
Once Upon An Alphabet Oliver Jeffers
MATERIALS AND EQUIPMENT
Once Upon An Alphabet Oliver Jeffers
Worksheets
SMART Board
PROCEDURE
Prior to lesson
Assessment of
Prior Knowledge
Attention Grabber
Print Worksheets, bring up worksheets and slideshow on SMART Board
Introduction
Time
Review from last class: What did we learn about stories
from last class? We learned that short stories have a
beginning, middle, and an end. We also learned that a story
5 Minutes
can be made more interesting by using words that start with
the same letter. This is called alliteration.
Ice Cream: Who likes ice cream? Did you know that the
5 Minutes
parts of a story are a lot like the parts of an ice cream?
Look! Walk the student through the ice cream chart on the
board. (If necessary, show students the H story on the
Expectations for
Learning and
Behavior
Transition to Body
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
slideshow again to demonstrate the elements of the story more
clearly).
Students must listen, and speak only during speaking time.
Students must not ask me for any spelling corrections until
specified. Students must do their best to sound words out, ask
a partner, or consult their word books for spelling. When there
is time I will provide spelling for words.
Reveal the Class Books Table of Contents. Give the
students some time to start writing their story in words on page
three of the worksheet.
Body
Once the students have been given time to develop their
stories, they will get together with an elbow partner. Number
each partner 1 and 2. Partner 1 will read/express their story
first, and then partner 2 will do the same. Expectations: Look
at the person who is speaking and listen to the person
who is speaking. After each person shares, I will walk the
pairs through the questions as a class. When students have
completed their worksheets, they will be given a new sheet to
write the first draft of their story.
Assessment: Observation/Questioning
Differentiation: Students who are struggling can respond in one
or two words instead of complete sentences.
Closure
Today you shared your stories, responded to other students
stories, and developed an original piece of writing! This is very
exciting!
10 Minutes
Time
38 Minutes
Time
1 Minute
Did you like sharing your stories with partners? Hands up
Feedback on worksheets and stories
Next class we are going to finish our wonderful stories and
start illustrations for the stories
1 Minute
Students can start illustrations if they are finished their story
Once Upon an Alphabet Writing Lesson Part 2
This class went exceptionally well! I am very happy with the level of student engagement in the
lesson. The progress made was incredible and students were still very excited about their personal stories.
Review from last class: This review went well. It was nice to see that the students retained a lot
of information from the previous class. The students were able to list of the three parts of a story
(beginning, middle, and end) and they were also able to tell me they were meant to use as many words as
possible that start with the same letter.
Ice Cream: This visual tool was very helpful for the reinforcement of the parts of the story. It was
a fun and engaging tool that they could refer to for help when needed.
Reveal the Class Books Table of Contents: This was an incredible worthwhile activity to
encourage student investment in the project. Every student felt a sense of accomplishment in seeing their
title on the board in the table of contents. It was fun and sparked excitement to get writing the stories.
Writing time: Because of the time spent on ramping up student excitement, students were ready
to write. The room was so silent; the class received two marbles in their marble jar from Mrs. Conrad! I
was very happy. The students wrote a lot; many even filled their page.
Partner Activity: This activity was a bit of an experiment but the students handled it very well.
The students were excited to share their stories with a partner and most of the students were able to fill out
the partner questions quite well. I am not quite sure as to the best way to facilitate partner work just yet.
2
Perhaps it would have been more effective to walk students through the new set of expectations, but
overall I am very happy with the results.
It was very fun marking the students stories, and I look forward to seeing the final product soon.
