Lesson

Title/Focus

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Teacher
Ryan Smith
First Literary Circle/ CH. 2 of the Breadwinner
:
Grade 6, Language Arts, The Breadwinner novel Study
Nov. 25/15
Date:

GENERAL LEARNING OUTCOMES

General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
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 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

SPECIFIC LEARNER OUTCOMES

1.1
1.2
-

Discover and Explore

engage in exploratory communication to share personal responses and develop own interpretations
Clarify and Extend
use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape
understanding
2.1 Use Strategies and Cues
- identify, and explain in own words, the interrelationship of the main ideas and supporting details
- use definitions provided in context to identify the meanings of unfamiliar words
- monitor understanding by evaluating new ideas and information in relation to known ideas and information
- use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and information
2.2 Respond to Texts
- explain own point of view about oral, print and other media texts
- make connections between own life and characters and ideas in oral, print and other media texts
- discuss the authors, illustrators, storytellers or filmmakers intention or purpose
- observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate them to those
encountered in the community
- summarize oral, print or other media texts, indicating the connections among events, characters and settings
- identify or infer reasons for a characters actions or feelings
- make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts
- discuss how detail is used to enhance character, setting, action and mood in oral, print and other media texts
2.3 Understand Forms, Elements and Techniques
- discuss the connections among plot, setting and characters in oral, print and other media texts
5.1 Respect Others and Strengthen Community
- compare personal challenges and situations encountered in daily life with those experienced by people or characters in
other times, places and cultures as portrayed in oral, print and other media texts
5.2 Work Within a Group
- assume a variety of roles, and share responsibilities as a group member
- identify and participate in situations and projects in which group work enhances learning and results
- assess own contributions to group process, and set personal goals for working effectively with others

LEARNING OBJECTIVES
1.
2.

SWBAT utilize the different parts of a literacy circle when reading

SWBAT understand key words from the chapter

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Are students embracing their current literacy circle roles?

Are they working well together?
Chosen by each groups discussion director
The use of the literacy circle to its full extent
Successfully work within a group

LEARNING RESOURCES CONSULTED

Alberta POS
The Breadwinner
http://www.readwritethink.org/classroom-resources/lessonplans/literature-circles-getting-started-19.html?tab=4#tabs
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

18 copies of the literacy circle roles
Copies of the breadwinner

Lesson Plan Template ED 3501 Curriculum Overview Lesson

PROCEDURE
Attention Grabber

Transition to Body

Learning Activity
#1

Introduction
Agenda:
Word work
Intro to Literacy Circles
Start Ch. 2: Group Reading
Word Work:
Fetched
Resentful
Superior
Mumble
Filth
Looters
Intricate
Lavatory
Embroidery
Introduce students to a new reading activity: Literacy Circles
Hand out Literacy Circle booklets
Body
Explain the role of each person in a Literacy Circle
1. Checker
checks for completion of assignments
evaluates participation
helps monitor discussion for equal participation

Time

5min

Time
1015min
(Try to
hit
10min)

2.

Discussion Director
creates questions to increase comprehension
asks who, what, why, when, where, how, and what if
3.

Vocabulary Enricher
clarifies word meanings and pronunciations
uses research resources dictionary
4.

Literary Luminary
guides oral reading for a purpose
examines figurative language, parts of speech, and vivid descriptions
5. Illustrator
Creates a visual to accompany what has been read
Can either relate to the text or be inspired from what the text made the student fell
or remember
-

Students will be placed in groups of four/five

Each student will be given a booklet with all five tasks in it. Students will
put their name and the chapter they are on at the top of the page for their
role for that chapter
In groups of four the discussion director will also be the checker
Each chapter students will rotate which role they play in their groups
At the end of five chapters, students will hand in their booklets to be
marked
In each group students will read at least four sentences, and no more than
two pages of the chapter before passing the book on to the next person in
the group
While students are reading and listening, they must also be focused on
their task in the group, all students will follow along with the reader
At the end of each chapter students are to take a few minutes to fill out

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

their section on their own, then discuss and share their completed task
with their circle
Assessments/
Differentiation

Learning Activity
#2

Thumbs up
Now that students are familiar with literacy circles, they will be broken into their
groups to begin reading chapter two until the end of class. Remind students to be
using the glossary in the back, especially the Vocabulary Enricher
Group 1: 4. A, 5. B, 1./2. C, 3. D
Group 2: 1. E, 2. F, 3. G, 4. H, 5. I
Group 3: 3. J, 4. K, 5. L, 1./2. M
Group 4: 5. N, 1. O, 2. P, 3. Q, 4. R

Assessments/
Differentiation

Learning Activity
#3

15min

Thumbs up
(Probably start with this after word work next lesson)
Stop students after they have read past page 22
Address how some students live in large houses
Have a student read out the passage describing the size of Parvanas house
Have another student pace out the dimensions, tape out the perimeter
Have five students stand in the area to demonstrate the size of their living space

5min

Assessments/
Differentiation

Cliffhanger/Closure
Assessment of
Learning:
Transition:
How does this individual lesson
scaffold learning opportunities
for students?
What assumptions does this
lesson make about what
students already know?
In what ways is this lesson
connected to the next lesson?

Time

After five chapters, students will hand in their filled out booklets
Rationale
Structure for future reference:
Word work 5 min
Review previous events 5min
Get into groups and organized with roles 1 min
Begin reading 20 min
Complete assigned task 5min
Share with group 5 min
Self-reflect 2 min
Read to self extra time

Adapted from a template created by Dr. K. Roscoe