Lesson Plan Template ED 3501 (Version C) Lesson Title/Focus Subject/Gra de Level Unit The Red Thread Grade 5 English

h Language Arts Date Time Duratio n Teache r October 15, 2013 50 minutes Meagan K

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: 1.1 Discover and Explore: Express ideas and develop understanding Use own experiences as a basis for exploring and expressing opinions and understanding

LEARNING OBJECTIVES
Students will: 1. Use personal experiences and prior knowledge to relate to the text 2. Use personal experiences and prior knowledge to understand the text

ASSESSMENTS
Observations: Learning Activity 1 can students identify personal experiences and prior knowledge that relates to the text? (LO 1) Learning Activity 2 can students explain how personal experiences and prior knowledge contribute to their understanding of the novel (LO 2) Learning Activity 3 can students use personal experiences and prior knowledge to explain their understanding of the text? (LO 2) Which thoughts, feelings, opinions, memories and knowledge help me understand Where the Mountain Meets the Moon? What connections can I make between my life and characters, events, settings, and relationships in Where the Mountain Meets the Moon? Vertical notes from one chapter in Where the Mountain Meets the Moon Journal response

Key Questions:

Products:

LEARNING RESOURCES CONSULTED

English Language Arts Program of Studies Illustrative Examples

MATERIALS AND EQUIPMENT

Ball of red yarn I can statements on wall or board Where the Mountain Meets the Moon novels

Educators Guide by Jennifer McMahon retrieved

from: http://www.gracelinbooks.com/files/Mountain_Moo n_EduGuide.pdf Where the Mountain Meets the Moon Vertical-Line Way of Notes by Carol Bly

PROCEDURE
Prior to lesson Expectations for Learning and Behaviour Advance Organizer/Agenda Students must have finished reading the book Introduction Participation Reflective responses Time

Transition to Body

I can statements I can use my thoughts, feelings, opinions, memories and knowledge of the world and other texts to help me understand Where the Mountain Meets the Moon. I can make connections between my life and characters, events, settings, and relationships in Where the Mountain Meets the Moon. Read Chinese proverb about the red thread. Talk about how

1 minute

3 minutes

Adapted from a template created by Dr. K. Roscoe

Learning Activity #1

Lesson Plan Template ED 3501 (Version C) Minli is connected to the old man of the moon by a bridge built on the red threads of connection. Read aloud this excerpt from the novel. Body Time Explain activity: Students will reread a chapter with a character or event that they related to the most. Students will write notes from the text about the plot, characters, setting, or mood in the left hand column. In the right hand column have students write down personal thoughts, responses, memories, opinions and emotions which are connected to the information in the left hand column. 18 minutes Spend some time explaining and demonstrating how to take vertical notes. Have student fold a piece of paper in half and draw a line down the middle. Have students title the left side Notes from the novel and the right side My thoughts and opinions. Briefly look at the first chapter and find an example of something to put in the left and right hand column. ** Have students ask: Which thoughts, feelings, opinions, memories, and knowledge of the world or other texts help me understand this chapter in Where the Mountain Meets the Moon? **Remind students that their personal thoughts, opinions, feelings and knowledge about the world or other texts (oral, print and visual) are important to explore and develop in relation to the novel. Students will use vertical notes as a structured free write to express their thoughts in connection to the novel. This is not intended to be handed in for assessment but it will be attached to the journal response so the teacher can see the development of ideas and connections to the novel. The teacher will actively monitor the students during this process to ensure that students are properly using the vertical notes. Have students move to an open area in the classroom, gym, library or outside where they can all sit in a circle. Ask students: Did you have more connections to personal experiences, other texts (oral, print, visual) or what they know about the world around them? Ask students: How do these connections create a bridge of understanding? ** The teacher holds one end of the yarn. Each student who answers one of the questions above and contributes to the discussion will be tossed the red yarn and hold on to a piece. (This should create a tangled web of red yarn ie. red thread) 15 minutes (4-5 minutes to explain vertical notes) (5-7 minutes to reread chapter) (5-7 minutes to write notes)

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Observation of answers during discussion. Have students develop one or two ideas from the vertical notes or discussion in a journal response which will be included in their novel study portfolio. The response should discuss how a personal experience or prior knowledge enhances the students understanding of the novel, event, character, etc. 8 minutes

Learning Activity #3

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C) ** Have students ask: What connections can I make between my life and characters, events, settings, and relationships in Where the Mountain Meets the Moon? Share exemplars of how students might begin their journal response Ex. Emotional response: - I know what it feels like to be too loud or imaginative or active in my family. In my family I feel that I am too . - I know how hard it was for the kings difficult to give away his most prized possession. I know because had to I give away . I gave it away because. Ex. Memory - I remember being successful at solving a problem like Minli when she tricked the monkeys and passed by. In my life, I . - I remember when I made an unlikely friend like Minli and Dragon. When I was . Ex. Thoughts: I wonder what it is like to ride a dragon. It sounds like my experience riding an elephant. I rode an elephant when.
Assessments/ Differentiation

Assessment of Learning:

Feedback From Students:

Feedback To Students

Students will receive written feedback on their journal based on their thoughtfulness and relevant connection to the identified event, character, settings, chapter, etc. Closure Observation and review of vertical notes Feedback on journal responses Facilitation of red thread discussion activity I can statements Think/Pair/Share Think/Pair/Share How has this lesson changed how you understand Where the Mountain Meets the Moon? Did this lesson help you understand the novel better? Why or why not? Have students check of the correct red/yellow/green category on their I can chart in their portfolio Verbal feedback as necessary during vertical notes activity Written feedback on journals

Time

5 minutes

Adapted from a template created by Dr. K. Roscoe