Aidan OBrien

Lesson
Title/Focus

Letter Sharing/ Scranimal Sharing

Date

Nov. 26 2014

Subject/Gra
de Level

Grade 2 ELA

Time
Duratio
n

<30 min

Unit

Working on Writing

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
5.1 Respect others and strengthen
community
5.2 Work within a group

LEARNING OBJECTIVES
Students will:
1. Be introduced to sharing their writing with the class.
2. Practice speaking to a group.
3. Students will be exposed to other students work to learn and gain new ideas.
4. Practice respectful listening and showing support to peers

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

How many students volunteer this first time?

Are students comfortable reading at a fast enough pace?
Can they speak loudly enough to address the whole class?
Why is it good to hear what the other students are writing, what
can we get from it?
What would we like to include in our own writing and ideas?
Can students form an opinion and present it respectfully?
Student volunteers will read one of their recent writing projects
to the class

LEARNING RESOURCES CONSULTED

Alberta Curriculum

MATERIALS AND EQUIPMENT

Student writing projects

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Lunch
Introduction
Ask the students if they have something to share with the class
this week.
Remind them of their new projects, letters to Santa completed
Scranimals project, and sequence writing.
Review what the students know about presentation already. I
will make a T chart for presentation time. The chart will be
divided into looks like and sounds like. Ask the students
what they will be doing while others are talking. I will refer the
students to the tips for listening poster if they are stuck.
See above: I will get the presenter to wait until class attention
is focused at the front of the class. See feedback section.
I will ask that students to get their scribblers and put them in
their desk
Ask for our first volunteer.
Body
Go over some basic things to remember, chin up, mouth open,
loud voice.
After each reader is finished ask the class for some things they
thought was really good about the writing or the reading. If

Adapted from a template created by Dr. K. Roscoe

Time
1-2m

1-2m

1-2m
1m
Time
10-15m

Aidan OBrien
Assessments/
Differentiation:

none are forthcoming I will give some.

Many students who struggle with reading and or speaking may
not want to perform themselves. Many of these students have
written fantastic material I will read it for them if they still want
to share, in order to build confidence in their material. I would
still have them stand up front with me and take a bow.

Learning Activity
#2
Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Transition To Next
Lesson

Closure
This will be purely from observation. This is relatively new to
the class and I am curious to see how they will react. I would
like to see confident enthusiastic presentations, but this will
likely have to be taught over time.
This first immersion will give me information about which
aspects the class finds most challenging or daunting about
presentation.
Ask how the presenters felt. Ask some of the students who did
not present if they feel like they might next time. What do they
find difficult or worrying?
Big congratulations to those that presented. I really liked ( ). I
hope some more students will present next time as well. I will
also hand out money for students who demonstrated good
listening during the presentation at let the class know why e.g.
reference the T chart.
Computer time, students will file out when they have put away
their scribblers.

Sponge
Activity/Activities

I will end the sharing when there are no more volunteers or after about 20
minutes at the longest.

Assessment of
Learning:

Feedback From
Students:
Feedback To
Students

Time

2m

1m

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe