Subject Area​: English Language Arts

Cycle​: 3, Grade 6

Subject specific competency related to the lesson and its key features​:
- Competency 2: to write self-expressive, narrative and information-based texts
- To integrate his/her knowledge of texts into own writing
- To follow a process when writing
- To use writing as a system for communicating and constructing meaning
- To construct profile of self as a writer
- To self-evaluate his/her writing development

Cross-curricular competency​:
- To use creativity
- Problem solving
- To use information
- To use information and communication technologies (ICT)

Essential Knowledges​:
- Writing System: Understanding Language
- The student understands that writing is a communication system and
assigns meaning to his/her texts by:
- Self-selection of own topics, structures and features, based on
purpose and audience
- Writing to a familiar audience (peers, family, trusted adults) in order
to express meaning(s)
- Using the linguistic structures and features of texts in own writing
- Writing Process
- The student follows a writing process that includes:
- Writing on a daily basis
- Writing for specific purposes and in different contexts
- Discussions with peers and teachers in order to:
- Share ideas, clarify and extend thinking, seek feedback,
respond like a reader, and explore strategies for
revising/editing
- Exploratory prewriting activities appropriate to purpose, audience
and contexts for the writing
- Writing activities that nourish the development of a process for
producing written texts
- Knowledge of Texts: Reading-Writing Connections
 - The student comes to understand that texts are social and cultural
products by:
- Experimentation with familiar structures and features of different
text types in own writing
- Development of understanding of writing conventions which include
grammar (sentence structure and syntax), usage (agreement and
word choice) and mechanics (spelling, capitalization and
punctuation)
- Concept of writer’s craft
- Profile of Self as Writer
- The student develops profile of self as writer in the context of a community
of writers in the classroom by:
- Writing daily for personal significant purposes
- Personal contribution to the development of a writing community in
the classroom though

Objectives​: ​what will the students be able to do at the end of the lesson?
- Students will create a timeline for ​a ​famous​ ​author​.
- Students will be able to research information about the author.
- Students will list important dates about the famous author.
- Students will select pictures to support their timeline.
- Students will fill in a writing template.

Resources​:​ what resources will you and your students use?

- Timeline template: ​https://www.sutori.com
- Example timeline:
https://www.sutori.com/story/untitled--enwr2g4igatEAQ1D3oUv8PWp
- Writing template: (see attached)
https://www.pinterest.com/pin/223913412700634848/?lp=true

Procedure:

Introduction to the lesson​: ​how would you introduce the lesson?

I will introduce the lesson by asking the class, “who is your favourite author?”

Then call on a few kids to hear their answers. After chatting with the class about their

different authors and getting them to brainstorm, I will ask them all to pick one author to
make a project about and then transition into explaining the requirements for the

assignment. Students will also be given a handout with the grading rubric for the

assignment so they have a better understanding of what it is they need to do.

Lesson Activities: ​what instructional/learning activities will be implemented to

meet learning objectives?

Students will be instructed carefully on the list of steps to be able to complete the

activity. The students will be required to pick their favourite author, or any author they

like, and create an online timeline of the author’s life. They will be shown an example of

a timeline produced by the teacher beforehand and be given a chance to make their

own online. First they must pick a famous author that they want to research individually.

After selecting the author of their choosing, they must research online and collect

information about the author to be able to create a timeline. It may be helpful for them

the start by searching for birth year, death date, dates of any famous book releases by

them or awards won, critical life achievements, and how they became an author. They

will also be provided with a writing template handout that if they choose to use, will help

them organize their thoughts and information before constructing the complete timeline.

Students will use the information collected to create an accurate timeline on

https://www.sutori.com​ where they can clearly organize their facts in chronological

order. Students will also be required to select images to relate to their facts on the

timeline. Students will be shown an example of a timeline to know what it should look
like, and will be able to inquire the teacher with any questions on how to create one of

their own.

Evaluate:

Students will be provided with this grading rubric for the assignment so they have

a clear understanding of the expectations of their work. It will also prove them with some

general guidelines to follow and help structure the format of their assignment while

making it.

Categories: Requirements: Points:

Content - Selected an
appropriate author 1
- Completed the
writing template 1
- Has a minimum of
10 slides/facts on
the timeline 2
- Has an image on
every slide/fact that
is related to the
topic of that specific
comment 2

Technicalities - No
grammar/spelling
errors 1
- Accurate
information 1
- Timeline looks
aesthetic; creative
efforts 1
- URLs from each
image used
provided in a list 1
 Reflection

Personally, I enjoyed using Sutori.com as a teaching tool without having used it

before because it is easy to use having no prior experience with it. After creating a free

account, the website provides multiple tutorial videos to direct new users on how to

navigate the platform. This is a highly important feature especially when implementing it

into an elementary education classroom with students that may not have much

background experience with using technology and computers. The tools on the platform

are very straight forward, making it easy to build a timeline without additional support.

The only disadvantage of this website that stood out to me while building my timeline

was that there are many additional features that will not be necessary for this specific

lesson plan and that may be difficult for students to be able to figure out the relevance

versus irrelevance of the features needed to complete their timelines. I would absolutely

use this tool again, especially in my teaching as it is a relatively simple tool that will not

be challenging for students to use in a classroom or at home.

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