Lesson Plan Template ED 3501 (Version C) Lesson Title/Focus Subject/Gra de Level Unit Who is my favourite character?

? English Language Arts Grade Three Novel Study: Where the Mountain Meets the Moon Date Time Duratio n Teache r September 9, 2013 50 minutes Meagan K

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.2 Respond to texts: Students will express preferences for one character over another.

LEARNING OBJECTIVES
Students will: 1. Identify important attributes or characteristics of characters 2. Explain which character he/she prefers

ASSESSMENTS
Observations: Learning Activity 1 as a group can students identify attributes and characteristics of the main eight characters? (LO 1) Learning Activity 2 as individuals can students identify and represent the attributes and characteristics of the eight main characters? (LO 1) Learning Activity 3 can students explain their preference for their favourite character? (LO 2) What attributes or characteristics do I see in the characters? What do I like about my favourite character? Miming/impersonating characters from the novel (LO 1) (performance) Giant lined chart of characters attributes and characteristics (LO 1) (product) Journal entry (LO 2) (product)

Key Questions: Products/Performan ces:

LEARNING RESOURCES CONSULTED

English Language Arts Program of Studies Illustrative Examples Educators Guide by Jennifer McMahon retrieved from: http://www.gracelinbooks.com/files/Mountain_Moo n_EduGuide.pdf Where the Mountain Meets the Moon Prior to lesson Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance

MATERIALS AND EQUIPMENT

Lesson Plan Where the Mountain Meets the Moon Deck of cards Popsicle sticks with the characters names on it Giant lined chart paper (8 pieces) with a main characters name written on it White board marker SMART board Markers Tape or magnets for giant chart paper

PROCEDURE
Students must have read up to chapter 35 Introduction Have each student pick a card from a deck of cards as they enter the classroom or from a specific table. Have students close their eyes. SAY: If you have read to chapter 35, please raise your hand. -Participation - Interact with text - Group work I can statements on the wall with a red light, yellow light, and Time 2 min 30 secs

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C) Organizer/Agenda green light category. I can identify what makes characters different from one another I can explain what I like about my favourite character Introduce the topic of favourite characters (usually characters we relate to, admire or like their personality). Discuss the I can statements for this lesson. Body (LO 1) (Key question 1) Divide students into groups of three or four by using a deck of cards. Have students draw a facedown card from a table. Have students form their own groups by finding team members who have a different suit. Assign groups of students to each of the giant chart papers you have set up in the room (depending on the class size there may be one or two extra chart papers and that is ok), and write one character on each chart paper. (see list below lesson plan of characters to write on the chart paper) Have students work in their groups to brainstorm what attributes or characteristics they see in the character and write their ideas on the poster board using thick markers. After each group writes few answers, they rotate to the next chart paper and add their answers to the chart paper, and so on around the room The teacher can walk around and help facilitate conversations. Prompt students by asking: What do you know about this character? Who is this character connected or related to? What do you know about the characters past? How does this character interact with others? Why is this character liked or disliked? What are important attributes this character has? How would you describe this character to someone who hasnt read the book? Based on student involvement, determine when students should rotate to the next chart paper and write their answer below the first, and so on around the room. At the end of the board rotation activity ask a few students to help gather the chart paper while the other students return to their desks. If the white board has little clips at the top, clip the chart paper up or if not, use tape or magnets to attach the chart paper to the white board. It isnt important that each group writes on every chart paper so long as they provide insightful answers that reveal an understanding of the characters from having read the text. This is to encourage students to think about the attributes or characteristics which are unique to the characters from the novel. This will also help students to remember who the characters are. As a teacher this will involve observing and occasionally facilitating the group conversations. It will also involve the teacher reviewing the chart papers to observe how deep the students understand the text and their ability to discuss more than physical attributes. These charts may be hung on a bulletin board in the classroom or saved a visual aid for a later lesson about making inferences of characters actions or
Adapted from a template created by Dr. K. Roscoe

Transition to Body

2.5 min Time

Learning Activity #1

18 min (3 minutes to get into groups and find a chart paper) (approx. 4-6 minutes at each chart paper and transition to new chart) (2 minutes for transition to activity 2)

Assessments/ Differentiation:

Learning Activity #2

Lesson Plan Template ED 3501 (Version C) feelings (SLO 2.2) based on knowledge of the character and interpreting the text. (LO 1) (Key Question 1) Have students volunteer to draw a popsicle stick with a characters name from Where the Mountain Meets the Moon on it. Student will act out the character and try to have the class guess who they are impersonating. (similar to the game Guesstures). If a popsicle stick is drawn more than once, encourage the student to impersonate the character in a different way than the previous actor. This activity is for kinesthetic learners. It is to have students visually and physically represent the information about the characters. This is also to observe students application of what makes the characters distinct. (LO 2) (Key Question 2) Have a couple students hand out the Language Arts journals. Verbally go over the directions for writing a journal response. Have the instructions and questions also presented on the Smart board for students to refer to. (The names of the characters will be written on the board to aid spelling if the names on the posters are not big enough to read). SAY: Everyone must pick their favourite character in Where the Mountain Meets the Moon. Think back to the characters we talked about today. It might even be a character we didnt talk about like the goldfish man. Journal about your favourite character by answering 2 of the following questions: 1. What do you like about this character? 2. How does this character contribute to the novels plot? 3. If you could spend a day with this character what would you do together? What would you talk about? 4. Why do you like this character the most? 5. What is your favourite chapter with this character in it? Why? 6. How is your character similar to you or different from you? At the beginning of the journal response be sure to include the name of your favourite character. Journal responses should include at least four sentences to answer each question. That means there should be at least eight sentences total. Have individual students explain the directions step-by-step back to you. Students who complete the journaling early will move their name into the correct I can category. Students can also move to the learning center table and work on a sponge activity. Comment only feedback for the journals. Teacher will assess the answers for completeness, accuracy, and thoughtfulness. Students should also pay attention to creating complete sentences with periods and capitals where necessary. Closure 15 min (2-3 min for directions and retrieving journals) (12-13 minutes to journal and work on their sponge activity)

10 min

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Time

Adapted from a template created by Dr. K. Roscoe

Assessment of Learning: Feedback To Students

Lesson Plan Template ED 3501 (Version C) Have students move their name into the correct red/yellow/green category according to how they feel they can 2 min do the I can statements. Next class the journal entries are returned with feedback but no marks. In a separate area of the room (ex. group work tables) students can talk in pairs about their favourite characters, draw a visual representation of how they imagine their character (remind students the power of visuals because Grace Lin was inspired to create the character Minli based on an earlier painting she made of a strong woman riding a dragaon) or write a new chapter about their favourite character. This work will be added to their Where the Mountain Meets the Moon portfolio and can be worked on again later.

Sponge Activity/Activities

List of Characters on popsicle sticks (there might be duplicates of the main characters to encourage students think of new ways to represent them) Minli Ma Ba Dragon Buffalo Boy Jade Dragon Magistrate/Green Tiger King of the City of Bright Moonlight

Journal Response information display on Smart board

In your Language Arts journals respond to TWO of the following questions. Write at least FOUR sentences to answer each question. At the beginning of the journal response be sure to include the name of your favourite character. 1) What do you like about this character? 2) How does this character contribute to the novels plot? 3) If you could spend a day with this character what would you do together? What would you talk about? 4) Why do you like this character the most? 5) What is your favourite chapter with this character in it? 6) How is your character similar to you or different from you?

Adapted from a template created by Dr. K. Roscoe