Ashley Pasiciel

The Good Egg by Jory John

Grade/Subject: Language Arts – Grade 4 Lesson Duration: 90 minutes
Unit: Making Mindfulness Possible Date: March 2019
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
5. Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
Specific Learning Outcomes:
• 1.1.1 - Compare new ideas, information and experiences to prior knowledge and
experiences.
• 1.1.3 - Share personal responses to explore and develop understanding of oral, print
and other media texts.
• 1.1.4 - Discuss and compare the ways similar topics are developed in different forms
of oral, print and other media texts.
• 1.2.1 – Identify other perspectives by exploring a variety of ideas, opinions, responses
and oral, print and other media texts.
• 1.2.2 – Use talk, notes, personal writing and representing to record and reflect on
ideas, information and experiences.
• 5.1.1– Describe similarities and differences between personal experiences and the
experiences of people or characters from various cultures portrayed in oral, print and
other media texts.
• 5.1.2 – Appreciate the responses to some oral, print and other media texts may be
different.
• 5.1.6 – Ask for and provide information and assistance, as appropriate, for completing
individual and group tasks.
LEARNING OBJECTIVES
Students will:
1. Extend their understanding on the importance of self-care and balance.
2. Develop a story similar to Jory John’s The Bad Seed & The Good Egg.
3. Share their story with the class through an Author’s Chair activity.
ASSESSMENT
Observations: Key Questions:
• Class reading – ask students • What do you think the story is
questions to keep them engaged. about? (L.O #1)
Make sure students are paying • What does the “importance of
attention and included in balance” mean? (L.O #1)
discussions. (L.O #1) • Why is balance important in our
• While students are working lives? (L.O #1)
independently on their story, • What is self-care? (L.O #1)
make sure they are on task and • What are some self-care
writing. Answer any questions strategies? (L.O #1)
that arise. Check in to see what
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students are writing about and • How would you feel if you were the
their progress. Ask students to main character in the story? (L.O
share the character they chose #1)
and the emotion that connects to • What kind of food, other than an
the character before they start egg or an seed, would make a good
writing. (L.O #2) character in a story? (L.O #2)
• Make sure students are listening • What emotion connects to your
attentively during Author’s Chair character? (L.O #2)
activity. (L.O #3). • What is your character going to
overcome or learn? (L.O #2)
• What does a good reader look like?
(L.O #3)
• What does an attentive listener look
like? (L.O #3).
Written/Performance Assessments:
• Students task is to create their own version of The Bad Seed or The Good
Egg.
• First students will pick a type of food to model their story about, next they will
pick an emotion that the character will be. Students will be encouraged to
structure their story similarly to Jory John’s books, which my class has loved.
• Students will write about a page.
• This will be a formative assessment.
LEARNING RESOURCES CONSULTED
• The Alberta Program of Studies.
• The Bad Seed by Jory John
• The Good Egg by Jory John
MATERIALS & EQUIPMENT
• The Bad Seed by Jory John
• The Good Egg by Jory John
• Story writing sheets.
• Carpets
• Chromebooks x 5
PROCEDURE
Introduction:
Hook/Attention Grabber: Since there have been so many requests to read The Bad
Seed again, today we will look at another book by Jory John called The Good Egg.

Assessment of Prior Knowledge:

• What did you like about The Bad Seed? What was it about?
• Have students predict what The Good Egg is about.

Expectations for Learning & Behaviour:

• Listening to me and eyes on the story when reading. I will be asking questions
after, so pay attention in case I ask you.
• Hands to yourself and no talking when sitting for the reading.
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• During activities, be respectful of your classmates – follow the tribe’s

agreements (ask students to review these).
• Participate in activities.
• If you have a question raise your hand.
• When working, be on task. What does this look like?
• Be a good audience.

Advance Organizer/Agenda:
• Print out story sheets.
• Have carpets out to be used.

Transition to Body: Today we will start our morning with a reading.

Body:
Key Questions:
• What do you think the story is about? (L.O #1)
• What does the “importance of balance” mean? (L.O #1)
• Why is balance important in our lives? (L.O #1)
• What is self-care? (L.O #1)
• What are some self-care strategies? (L.O #1)
• How would you feel if you were the main character in the story? (L.O #1)
Learning Activity #1: The Good Egg Reading (L.O #1)
• Students will gather for a reading of The Good Egg by Jory John.
• This book is about the importance of balance, the importance of self-care, and
accepting those we love.
Assessments/Differentiation:
• Students can sit on the carpet or at their desk, whatever is more comfortable
for learning.
• Make sure all students can see.
• Ask questions to keep students engaged. Prompt them to connect personally.

Key Questions:
• What emotion connects to your character? (L.O #2)
• What is your character going to overcome or learn? (L.O #2)
Learning Activity #2: Writing Activity (L.O #2)
• Students task is to create their own version of The Bad Seed or The Good
Egg.
• First students will pick a type of food to model their story about, next they will
pick an emotion that the character will be. Students will be encouraged to
structure their story similarly to Jory John’s books, which my class has loved.
• Students will write about a page.
Assessment/Differentiation:
• Students who love writing and are strong writers can write more than one
page.
• Certain students will have the option to use voice to text on the Chromebook.
• Students can draw a picture to accompany their story.
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Key Questions:
• What does a good reader look like? (L.O #3)
• What does an attentive listener look like? (L.O #3).
Learning Activity #3: Author’s Chair (L.O #3)
• Students have the option to share their story with the class.
• They can sit on a chair at the front of the room.
• Review what attentive listening looks like for the listeners.
Assessment/Differentiation:
• Discuss what good presenters look like and good listeners.
• Students can verbally share their story.

Sponge Activity: Ticket to Curlew Journal

Closure:
Consolidation/Assessment of Learning: Great job! Your stories were awesome!
(Learning activity #3).

Transition to Next Lesson: Next class, we will examine another story.