Lesson Title:

How to Blow a Bubble

Name:

Jolene Ryall

Lesson #
Subject:

Language Arts

Date:

November 20, 2016

Grade(s):

3/4

Rationale: (lesson context and reasons why lesson matters)

This introductory lesson explores writing descriptive paragraphs. This is a fun way for students to learn how to construct descriptive
sentences through the explanation of how to blow a bubble. Using chewing gum engages students learning through writing about
something they enjoy and is fun. This lesson can be further expanded with writing and math activities.
Curriculum Connections : (which can be: big ideas / learning standards /curricular competencies/core competencies)
https://curriculum.gov.bc.ca/
Big Ideas: Language and story can be a source of creativity and joy; using language in creative and playful ways helps us
understand how language works; stimulates curiosity
Core Competencies: Thinking ~ encompasses knowledge, skills and processes; students use their competency in these areas to
develop new ideas
Learning Intentions- (learner friendly language such as: I can ..)
~ Students will use communication to interact and exchange information with a partner.
~ Students will learn how to write descriptive sentences through building on their prior knowledge of sentence structure by using
first, next and last.
~ Students will use the hamburger method for paragraph writing so the understand the topic sentence, middle and conclusion in
story writing.
Prerequisite Concepts and Skill :( for student success)
Students need to already have basic writing skills, and experience with (paragraph) writing.
Materials and Resources with References/Sources:

Teacher

Students

Book: Pop! The Invention of Bubble Gum

Pink balloons
Bristol board for each student
Construction and plain paper
Bubble gum
Foil paper

Pencil crayons & pencil

Scissors and glue
Language Arts duo tang

Differentiated Instruction (DI): (accommodations)

During reading, I will break the book into three parts to allow students to expand on their ideas and previous knowledge related to
the topic. I will have students partner share which helps others feel more comfortable, rather than being in a big group. I will allow
students who need help with writing to either have someone scribe (myself or an EA), or have the student draw a picture instead of
write a letter. If a student requires more time to complete the activity I will give it to them.
Assessment and Evaluation: (formative and summative possibilities related to curricular connections)
Lesson outcome:
~ Students will learn how to write descriptive sentences ~ building on their prior knowledge of sentence structure by using first, next
and last
Sources of evidence:
~ Each student will read their writing aloud, demonstrating their learning
~ Their finished gum project poster will show what they have learned
Criteria:
~ Ideas are presented by the student on the topic (bubble blowing) and have a few supporting facts and details
~ Student reads fluently and demonstrates their understanding of what theyve written (words used are appropriate for their level)
Organizational/Management Strategies: (anything special to consider?)

I will have my special helper for the day distribute a sheet of paper to students to make their face. I will have coloured
construction paper set out on a table for students to come get when they need it (as not everyone will choose the same colours).
Language Arts duo tangs, pencils and pencil crayons will all be at the students desks, so no movement is needed until they need
more paper to complete the poster. I will advise students at the beginning of the lesson my expectations for behaviour and noise
level. Talking is allowed, but classroom rules apply regarding noise level.
Possible Aboriginal Connections / First Peoples Principles of Learning
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

Lesson Activities:

Teacher Activities

Student Activities

pacing

Students will contribute their ideas during class

discussion which will be recorded on KWL ~ we will
work on this collaboratively

5 min

Introduction (hook/motivation/lesson overview)

Pre-reading assessment: I will begin the lesson by
asking students what their favourite bubble gum
brand/flavor is, giving them choices Ive written on the
board. I will then do KWL chart to see what they
already know about bubble gum.
I will then introduce the book Pop! The Invention of
Bubble Gum. I will show students the cover of the
book and ask them to make predictions. What do they
see? What do you think the book is about.

Students will answer questions which will be recoded

on t-chart

Guiding question: As you listen to the story, see if you

can figure out the message it brings. Think about the
meaning of this message and how it ties in with our
inquiry (history of our community).
Learning intention: Listen to the story to help guide
you in answering the guiding question. This will show
your level of understanding of the text.
Body

(lesson flow/ management)

As I read, I will chunk the book into three parts and

pause between each part to allow students to share
their ideas first as a class, and then in A/B partner
share to talk about what they learned and how it
contributes to their learning intention.

Students partner share to gather ideas about the

story and to see if theyve learned anything new
They will use the questions as a guide to further
understand where/how bubble gum is made and how
to blow a bubble

2 min
each
section
for
partner
share

I will ask the students how many of them know how to

blow a bubble. I will then take a piece of gum and ask
the students to tell me the steps of how to blow a
bubble, recording their words exactly. At this time I will
introduce the first, next and last chart so students
know the outline for writing. I will fill in the chart on the
board, according to their directions for bubble blowing.
5-7
min

Each student will then be given a piece of gum. I will

allow the students to chew the gum, pairing them up,
so they can talk about the steps on how to blow a
bubble with a classmate.
Students will then return to their desks so we can
discuss their ideas as a class. At this time I will use
their words from our initial discussion telling me how
to blow a bubble and examples from their ideas to
write a first, next and last sentence so they can see
the format.

Students contribute any new ideas they have to the

kwl chart/class and reflect on the story and how it is
important in their lives. Questions will be addressed
as a whole class, giving students the opportunity to
learn from their peers.

5-7
min

Students will then work independently at their desks

and write down their ideas using the first, next and
last format.

20-25
min
5 min

Students will be paired together to edit their writing. I

will be circulating around the room to oversee and
help students
10 min
Once corrections are done and proof read by me, I
will hand out a good copy for them to write their first,
next and last sentences down (paragraphs). Students
will copy their corrected work onto a good copy (a
rectangular shape, which will be later wrapped in foil,
like a piece of gum)
7 min
Once students are finished, I will collect their writing
and will introduce the art portion of the project. I will
have a completed poster up on the board for them to
see, and will demonstrate step by step how to
complete the poster
30 min
I will hand out the necessary materials for students
and have them start on the poster, cutting and gluing
pieces on. I will have the whites of the eyes and ears
cut out for them, as well, I will have the balloons
blown up to insert once their writing and poster are
complete
They will then attach their writing to the bottom of the
poster

Closure ( connections within lesson or between

lessons, sharing successes, summaries)
I will revisit the kwl chart to see if student have any
new ideas to add. This will show me what they
learned after reading the story and partner share.
We will relate our learning from the story to our
learning intention to see if we accomplished it.
Questions to assess learning: Did you know how to
blow a bubble before? If not, were you able to blow
one?
Did you know how bubble gum was made and where
it came from?
Did you learn anything new about bubble gum from
the book, or from your classmates that you didnt
know before?

7 -10
min