Creating Excellent Endings!

Name: Kelsey MacLeod

Grade: 2
Date: April 13, 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:
I Saw an Ant in the Parking Lot
strand of beads with a knot at the end
strand of beads without a knot at the end
pencils, paper, erasers
smartboard, lesson plan, USB with notebook file
white board, white board marker and eraser
two conferring centre signs-one at the red table and one by the computers

OPENING: Read Aloud

10:30-10:35
Knot just an Ending
Have two strands of beads, one with a knot at the end and one without.
These strands stand for your writing and the beads stand for the ideas in your writing. This
strand has a knot at the end to keep the ideas in place.
Hold up the strand without the knot so the beads slip off.
When you write, you need to include a good, solid ending so the ideas dont slide off-so they
stay strong and connected in the readers mind. Today, we will work on making the final
knot to hold the ideas in place.

10:35-10:45 Read aloud

Read aloud I Saw an Ant in the Parking Lot but stop at the flagged page (where she throws the
doughnut). 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 learn about excellent endings and create an ending for this book.
BODY BREAK AND TRANSITION
10:45-10:50 Just Dance: Happy
Students quietly go to their desks when the song has finished.
DEEPENING OF KNOWLEDGE: Mini Lesson

10:50-11 Excellent Ending: Endings that work

On smartboard project the models for excellent endings. (final sentence)
Have a few students read the models.

Last day, everyone did a really good job working in pairs to create a two sentence ending to the
book Hey, Little Ant. Today, you will do the following to create an ending to the book we just
read, I Saw an Ant in the Parking Lot.
1) Write your own copy
2) Use a writing booklet
3) Create a title for the ending of the book. Example: How I saw an Ant in a Parking Lot
should have ended. Ending for I Saw an Ant in the Parking Lot.
4) Draw 4 pictures
5) Write at 1-2 sentences for each picture
6) When you are finished Revise! Using a revising pen, strips, carots, etc.
7) Ask a writing teacher to read your ending and make changes
8) Reread your ending
9) When you have completed steps 1-8 please put your writing on the white shelf.
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. (Max 4 people
at each centre).
At 11:05, once students are settled into their writing, I will confer with students
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 11:00-11:40 for writing
I will be conferring with students from 11:40-11:55 for their reading.
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 127-128.

Reflection: