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    Wood You Beleaf It - Come Learn With Me Book Study Lesson Plan

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    api-528496792
    The lesson plan introduces a book study activity where students will draw their interpretations of passages read aloud by the teacher from the book "Come and Learn With Me". Students will compare their drawings to the actual images in the book and reflect on their experiences. The goal is for students to visually represent orally delivered ideas and compare their personal interpretations to the author's work. Formative assessments include class discussions and learning logs to track student understanding and engagement over the three-week unit. The teacher will work to accommodate all learners by allowing writing or oral responses instead of drawing and providing support through consistent checks for understanding.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Wood You Beleaf It - Come Learn With Me Book Study Lesson Plan

    Uploaded by

    api-528496792
    171 views5 pages
    The lesson plan introduces a book study activity where students will draw their interpretations of passages read aloud by the teacher from the book "Come and Learn With Me". Students will compare their drawings to the actual images in the book and reflect on their experiences. The goal is for students to visually represent orally delivered ideas and compare their personal interpretations to the author's work. Formative assessments include class discussions and learning logs to track student understanding and engagement over the three-week unit. The teacher will work to accommodate all learners by allowing writing or oral responses instead of drawing and providing support through consistent checks for understanding.

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    wood you beleaf it - come learn with me book study lesson plan

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    The lesson plan introduces a book study activity where students will draw their interpretations of passages read aloud by the teacher from the book "Come and Learn With Me". Students will compare their drawings to the actual images in the book and reflect on their experiences. The goal is for students to visually represent orally delivered ideas and compare their personal interpretations to the author's work. Formative assessments include class discussions and learning logs to track student understanding and engagement over the three-week unit. The teacher will work to accommodate all learners by allowing writing or oral responses instead of drawing and providing support through consistent checks for understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    171 views5 pages

    Wood You Beleaf It - Come Learn With Me Book Study Lesson Plan

    Uploaded by

    api-528496792
    The lesson plan introduces a book study activity where students will draw their interpretations of passages read aloud by the teacher from the book "Come and Learn With Me". Students will compare their drawings to the actual images in the book and reflect on their experiences. The goal is for students to visually represent orally delivered ideas and compare their personal interpretations to the author's work. Formative assessments include class discussions and learning logs to track student understanding and engagement over the three-week unit. The teacher will work to accommodate all learners by allowing writing or oral responses instead of drawing and providing support through consistent checks for understanding.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    You are on page 1of 5

    Lesson Plan 1 Book Study

    Date TBD Lesson Come and Learn With Me Grade 6


    Title (Book Study) Level

    Time in Subject English & Art Lesson # 1


    Lesson 60min

    Developed Shelby Curzon, Janessa Filo, Matthew Fries, Alex Santangelo, &
    by Annecke Schachtner

    Identify Desired Results

    Learner Outcomes from the Program of Studies


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

    Specific outcomes:
    English
    1.1
    • Experiment with a variety of forms of oral, print and other media texts to
    discover those best suited for exploring, organizing and sharing ideas,
    information and experiences.
    2.1
    • Apply knowledge of organizational structures of oral, print and other
    media texts to assist with constructing and confirming meaning.
    Art - Level 3 (grade 5-6)

    Component 3 - Appreciation
    C. Artworks contain symbolic representations of a subject or theme.

    EXPRESSION
    Component 10 (i)
    PURPOSE 1: Students will record or document activities, people and discoveries.
    Concepts
    A. Everyday activities can be documented visually.
    B. Special events, such as field trips, visits and festive occasions can be recorded
    visually.
    C. Family groups and people relationships can be recorded visually.

    PURPOSE 2: Students will illustrate or tell a story.


    Concepts
    A. A narrative can be retold or interpreted visually.
    C. Material from any subject discipline can be illustrated visually.

    PURPOSE 4: Students will express a feeling or a message.


    Concepts
    B. Specific messages, beliefs and interests can be interpreted visually, or
    symbolized.

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

    By the end of this lesson students will… Class discussion will provide an
    Be able to compare and Contrast their understanding of where students are at
    personal ideas against a scholar’s as well as their level of engagement.
    ideas. Learning logs will show development
    and evidence of engagement throughout
    Visually represent ideas that are
    the entire three-week unit.
    delivered orally.
    Teacher can gather learning logs at the
    end of the day to make sure each
    student participated with the drawing
    activity.

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

    • Book come and learn with me Potential limits may arise with students
    • Learning logs, Pencil and eraser who do not feel comfortable with their
    • White board or Chalk board for drawing skills. This could be adapted to
    teacher use have students write out their ideas
    instead of drawing, or describing their
    thoughts orally.

    If the teacher is moving too quickly


    while reading students may feel
    discouraged and unable to keep up.
    Consistent check ins with students and
    how they are doing while drawing, and
    to speak up if they feel they need more
    time. Teacher should also let them know
    they have the option to write out their
    ideas if they do not feel comfortable
    drawing them.

    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?

    Explain the activity and what the students will be expected to do, as well as what
    is to come after the activity.

    Learning/Activity Sequence
    How will students Engage, Explore, Explain, Elaborate, and/or Evaluate their
    understandings of the outcomes.

    What are the STUDENTS Approx.


    What is the TEACHER doing? doing? How are they engaged time
    What is your plan for the body while you are teaching the
    of the lesson? What steps are lesson?
    taken during the lesson?

    The teacher begins by explaining The students are expected to 10


    the activity and that while she is listen to the instructions and what minutes
    reading a page of the book “ Come is expected of them during the
    and Learn with me” the students activity. They are then able to ask
    will draw what they think he/she any questions they may have
    is describing. before the activity begins.
    The teacher will then ask students While the teacher is reading the 20
    to sit at their desks and take out students are expected to draw out minutes
    their learning logs while they what they hear and what they
    begin reading a page from the think the image on the page
    book. would look like based off of the
    teachers description and the
    story.

    Once the teacher is done reading a Students are expected to 20


    few pages from the book the participate in discussion, showing minutes
    teacher will facilitate a discussion their drawings and addressing
    comparing the students images to any major differences between
    the actual images of the book. their images and that of the
    books.

    After the discussion as a group Students will write a short 10


    has ended the teacher will give reflection on the activity in their minutes
    students ten minutes to reflect on learning logs.
    their own thoughts and
    experiences throughout the
    activity in their learning logs.

    Conclusion
    How will you ensure students walk away with a sense of understanding the
    purpose of the lesson and its importance to their learning?

    In conclusion, the students will show their understanding through contribution to


    discussion as well as their engagement with the activity and the results of their
    reflection in their learning logs. Students will have opportunities to ask any
    questions throughout the lesson and class discussions if there are any gaps in
    understanding. The rest of the unit will also bring together ideas and help
    students draw connections throughout the weeks of the overall unit.
    Pre-service Teacher Self-Reflection

    · 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?
    · What went well and what needs refinement? What might you do
    differently next time?

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