Aidan OBrien

Lesson
Title/Focus

Scranimals (creative writing)

Date

Monday, Nov. 17

Subject/Gra
de Level

Grade 2 ELA

Time
Duratio
n

50 minutes

Unit

Creative writing

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 2 Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically.
to oral, print and other media texts
General Outcome 4 Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.
2.4 Create original text-add descriptive words to elaborate on ideas and
create particular
effects in oral, print and other media texts
4.1 Expand knowledge of language-develop categories of words associated
with experiences and topics of interest
4.3Present information-present ideas and information by combining
illustrations and written
texts

LEARNING OBJECTIVES
Students will:
1. Further their understanding of descriptive words and their associations, through listening
writing and performing.
2. Students will create an original text based on interpretation of their own drawings.
3. Students will practice writing a series of non-repetitive sentences.
4. Students will use description meaningfully in sentences.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Student answers during discussion

Student performances and strategies during game
Student writing and process during work time
Do students have a vocabulary of basic descriptive words
Do students understand the function of description
Can students use descriptive words in a sentence
Can students use description to describe an illustration
Draft of original text describing a Scranimal
Performance, representing descriptive words.

LEARNING RESOURCES CONSULTED

Scranimal Island
Alberta Curriculum

MATERIALS AND EQUIPMENT

Scribblers
Pencils
Smartboard with illustration
Exemplars for each learning group

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Introduction
Today we will begin writing about our Scranimals using the
describing words we learned last week. I have also made a
Scranimal-show exemplar (the Tootsicorn) on the Smartboard.
Ask for interpretations, what could it eat, how does it move
what does it look like.
Do all students have at least 3 descriptive words they are
comfortable using in a sentence? Show hands-I will write down

Adapted from a template created by Dr. K. Roscoe

Time
5-8m
3-5m

Aidan OBrien
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to Body
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

the words some students are still unsure about.

I would like to see hands up for questions and answers.
All students are expected to complete a draft before the end of
class 5 or 6 sentences for yellow, 4 for blue and 3 for green.
If students have a question about animals or a descriptive word
I want them to ask their neighbor first.
First we will read a couple examples from the book Scranimal
Island.
I will discuss and provide examples for what is expected in this
assignment.
We will play a game to review our descriptive words before
starting to write.
Please clear your desks. Count of 5.
Body
I will read 2 passages from Scranimal Island to review. Ask for
hands, who can say something we know about the (creature).
We know that because the author has described the animal and
has illustrated it. Contrast with a less descriptive sentence
about the Tootsicorn- It is cool looking, it goes fast. What do
these really tell us?
Discussion of Assignment expectations and why they are
important!
1. No repeat starts to sentences
2. Each sentence must use at least 1 descriptive word
3. At least 1 sentence describing what their animal looks
like
4. At least 1 sentence describing what their animal eats
and how
5. At least 1 sentence describing how their animal moves
This is a whole class segment- but will be presented in writing,
orally and demonstrated with exemplars. Yellow will be writing
5 sentences, blue 4 and green 3.
Students will review and demonstrate their understanding of
the vocabulary of descriptive words from Friday by acting them
out.
Students will stand up and tuck in their chairs. The students will
spread out and act out the descriptive actions that I announce.
They can make sounds and move around, to show their
understanding. Pick 2 students to come up to the front. Tell the
class that they need to use a soft voice to make their sounds.
Give an example to the students at the front (an eagle soars
through the sky) comment on their indoor voice. What will
students do if they cant remember the word exactly? Ask for
answers (look at the other students). Give the first sentence
starting by using the words the students pointed out at the
beginning of class as still being troublesome.
Students will use visual aural and actions to demonstrate their
understanding or to interpret words they dont know or have
forgotten. Observe to see if struggling students are successfully
interpreting the actions and sounds of classmates.
Put the assignment expectations back up on the SmartBoard
and ask students to pull out their scribblers a pencil and their
pictures. Ask them to begin writing their sentences. When they
are finished their work can be corrected with student input and
given back so that they can make a good copy on lined
cardstock.
Instruct yellow to write 5 sentences blue 4 and green 3. Start

Adapted from a template created by Dr. K. Roscoe

1-2m

1m

Time

8-10m

5-10

25-30m

Aidan OBrien

Assessment of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

circulating. Ask **** to move to the yellow group.

Closure
Areas of concern to look for:
Track how many students have difficulty with composing
alternative sentence openings.
Track how many students have difficulty comprehending
genuine description.

Time

What did they struggle with?

Provide strategies in subsequent work period to address
common problems.
Ask students to put away scribblers, pencils, and stack their
chairs, when they are done they can line up at the door.

Sponge
Activity/Activities

If some students finish make corrections and give them their lined cardstock
to begin writing their good copy.

Reflections from the

lesson

Students who struggled with sentence starts:

Students who struggled with meaningful description:

Other:

Adapted from a template created by Dr. K. Roscoe

Aidan OBrien

Adapted from a template created by Dr. K. Roscoe