Verbs!

Name: Kelsey MacLeod

Grade: 2
Date: April 24, 2015
Subject: English Language Arts
Time: 10:30-12

GCO 2 Reading and viewing: Students will be able to communicate information and ideas
effectively and clearly, and to respond personally and critically to a range of texts.
GCO 3 Speaking and listening: Students will be expected to interact with sensitivity and
respect, considering the situation, audience, and purpose.
GCO 9 Writing and representing: Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and purposes.
GCO 10: Students will be expected to use a range of strategies to develop effective writing and
media products to enhance their clarity, precision, and effectiveness. (continued)

GCO: students will be expected to experiment with a range of prewriting, drafting, editing,
proofread- ing and presentation strategies

SCO E: (Read aloud): Students will be expected to sustain one-to-one conversations and
contribute to small- and large-group interactions
SCO : Speaking and Listening: Students will demonstrate a growing awareness of social
conventions such as turn- taking and politeness in conversation and co-operative play
Writing SCO A: Provide regular opportunities for students to receive feedback to their work
(one-to-one, small-group, and large-group conferences)
SCO: Teach students how to record and organize their information. Model note-making and
organizational strategies, and give students practice in such activities as a group and/or
individually.
Students will be expected to experiment with a range of prewriting, drafting, editing, proofreading and presentation strategies

Student Learning Goals:

I can listen to fluent reading and use the 4 reciprocal teaching strategies: predict, question,
clarify, and summarize.
I can write and revise independently and collaboratively. I can create an outline of my
thoughts and then write them down.
I can be a writing teacher and help my peers with their writing
I can confer with my peers when I need help with my writing
I can organize my writing (informational or story based) by using an outline to distinguish
between the beginning, middle, and end.

Materials:

lesson plan, chart paper, activity sheets

magnetic letters, guided reading books, strategy bookmarks
white board, white board marker and eraser
two conferring centre signs-one at the red table and one by the computers

OPENING: Read Aloud

10:30-10:45 -today learn about verbs: What are verbs?

Read aloud Oh, the Places Youll Go!

All students sit in their spot on the carpet. I will use reciprocal teaching during this read aloud:
summarize, clarify, question, predict.
During writing we will practice using fancy words and million dollar words in our writing.
BODY BREAK AND TRANSITION

10:45-10:50
Watch Youtube video about verbs: Lights, Camera, Action!
DEEPENING OF KNOWLEDGE: Mini Lesson

10:50-11 Writing with verbs

Underline verbs in smartboard text from the book

Fill in the blanks verbs
Model for letter if not finished

Today:
1) Finish Recommendation letter for me
2) Write a letter to whomever you wish
3) Work on writing use verbs!

-you may confer from 11-11:20

-write independently from 11:20-11:40 (1st round of guided reading).
WORK ON WRITING

11-11:40 Students work on writing

Elias, Cooper, Dylan, Grace and Jackson at different desks.
Students may confer with a writing teacher at one of the conferring centres. At 11:05, once
students are settled into their writing, I will confer with students

11:20-11:40 Guided Reading H2 I Was Walking Down the Road

Before Reading
-write the word jump (students read it) say bump-write it below
-rhyming words -ump ending
-list words: lump, pump, clump, plump, slump, stump, dump, hump
-use of humour-pictures what looks funny?
-why would the illustrator make these pictures funny?

Read the book

-read 1st few pages of the book
Students read silently or using the whisper phones. I will listen to each one read a portion of
the book and assist with using strategies for reading.

After reading
-Why do you think the girl wanted to catch all the animals
-why do you think the girl set them all free at the end of the story?
-choose an animal that you see around your house. Write a rhyming sentence
I was looking in my trunk. Then I saw a tiny chipmunck. I caught it. I picked it up. I put it in
a cage.
write on whiteboard/piece of paper student ideas

11:40-12 Guided Reading C What I Wear: Jace and Wyatt

-Before Reading
-look at front cover-what is the girl doing? How do you know? What is she wearing? Why
would she wear this? Have you painted before? What do you wear when you paint?
-read title and author
-Why do you think this book is called What I wear?
What other activities might there be in this book? (make a list on the whiteboard
-lets read and find out what activities the author decided to talk about

Read the book

-using whisper phones and finger tracking
-where did we see this girl and boy before? (front and back cover)
-I will get Jace and Wyatt to read sections for me.

After Reading
-periods-how to read the sentence
-look for words that being with f, b, r, s.
-I am___ this is what I wear activity
-I am going to bed-activity (find the word I) do the sheet
CLOSING: Silent Reading

11:40-11:58 Students may get their black box of books and select a spot in the room to read.
Only 4 are allowed on the carpet.
During this time I will ensure that students are on task and have books to read.
I will confer with students to ask about what they are reading.
11:58-12 Transition: students put away books and prepare for lunch.
ASSESSMENT

I will asses student comprehension and ability to communicate during the read aloud with
the 4 reciprocal teaching strategies.
I will be conferencing with students from 11:00-11:20 for writing
I will be doing guided reading from 11:20-11:58.
DIFFERENTIATION

Students read silently at their own level and choose books appropriate for their level. Students
have chosen their own topic to write about. Peer support and conferring is encouraged, as well
as students writing independently. When I confer with students for reading and writing, it will
be to help them improve their reading and writing at their level.
References:
NB Grade 2 curriculum, 6 + 1 Traits for Writing by Ruth Culham p 195.
Reflection: