Lesson Title: True Spirit of Christmas Lesson #: 2 Date: Nov 27, 2017

(12:50 - 1:30)

Name: Manisha Singh Subject(s): English Language Arts Grade(s): 3 / 4

Arts Education

Rationale:
This lesson is designed to help students to use cognitive and metacognitive strategies together to develop
a deeper understanding of a texts theme or topic. It helps to develop awareness of self as a reader and as
a writer. This lesson also helps to generate writing ideas for the Lesson Letter to Santa.
Curriculum Connections: https://curriculum.gov.bc.ca/
ELA (3)
Big Idea: Stories and other texts help us learn about ourselves, our families, and our communities
Curricular Competencies and Content:
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self
and others.
Use developmentally appropriate reading, listening, and viewing strategies to make meaning
Exchange ideas and perspectives to build shared understanding.
Plan and create a variety of communication forms for different purposes and audiences.
ELA (4)
Big Idea: Exploring stories helps us understand ourselves and make connections to others and to the
world.
Curricular Competency and Content:
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self
and others.
Exchange ideas and perspectives to build shared understanding.
Use writing and design processes to plan, develop, and create texts for a variety of purposes and
audiences.

Arts Education (3 / 4)
Big Idea: Dance, drama, music, and visual arts are each unique languages for creating and
communicating.

Curricular Competency and Content:

Express feelings, ideas, and experiences in creative ways.
 Learning Intentions Activity Assessment
Students will be able to: participation in listening, attentive focus,
viewing, visualization, action responses to
Use strategies of prediction and representation activities. prompts.
and visual representation to attention and participation in contributions to
build meaning with the text. activities and strategies. whole class.
Express personal response to Each strategy
text through visual attempted.
representing and verbal Completed Cluster
responses. Chart for letter to
Use Metacognitive strategies Santa.
to develop awareness of self as
a reader and as a writer.

Prerequisite Concepts and Skill :( for student success)

Ability to view, listen and respond visually and physically, and social interaction skills.
Materials and Resources with References/Sources:

For Teacher For Students

Video:
Passport to Christmas folders, HB
alsimmonsentertainer. Al Simmons - The Pencils, Yellow or Orange pencil crayon,
Christmas Orange. YouTube, YouTube, 14 Dec. 2012, green mat for the table.
www.youtube.com/watch?v=eIF7YTdz7Ak.

Journal Sheet: Difference between needs and wants

(please see appendix). Journal sheet.

Differentiated Instruction (DI): (accommodations)

Move around room to engage each learner.
Encourage writing, but suggest words, sentences.
Provide scribing help to students, who may need it.

Organizational/Management Strategies: (anything special to consider?)

Have an attention getting strategy.
 Remind the students to use their indoor voice.
Have discussion questions prompts before, during and after the video, to ensure that maximum
participation from students.

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
Appreciate the universal importance of story in Aboriginal and other cultures.
Traditional and contemporary First Peoples stories take many forms (e.g., prose, song, dance,
poetry, theatre, carvings, pictures) and are told for several purposes: teaching (e.g., life lessons,
community responsibilities.
Lesson Activities:

Teacher Activities Student Activities pacing

Introduction (hook/motivation/lesson
overview)
4 - 5 min
Instruct the students to sit on their Students may raise hands to respond.
carpets.
Remind them to remember how
they move their bodies.
Ask: Has anyone read or heard
the story, The Christmas Orange?

Body (lesson flow/ management)

30 min
Show the video to the Students. Students view/listen to the video.
Students stand up and create a pose,
Pause the video and instruct the holding it until asked to stop.
students to stand up and tell
them Imagine you are in the
lineup to meet Santa, and Holly
Stingley budges the line.
Consider how would you react?
Count down from 3 and ask each
student to hold tableaux pose of
the reaction until the I (teacher)
walk by and comment.
Play the video after their
tableaux. Students may raise hand and make
Pause the video and ask the predictions.
students Why do you think that
 Santa gave Holly an orange?.
Play the video after their
response Students may raise hands to respond to
After the video engage in a the brainstorming sessions.
brainstorming session about
The true spirit of Christmas.
Engage in discussion about the
difference in wants and needs.
Make a collective list of wants
Students go to their stationary bins,
and needs on the board.
Instruct the students to bring out bring the supplies, passport folder and
their stationery, passport folders Green Mats, and go back to their table.
and green mats, and then go to
their tables.

Closure (connections within lesson or

between lessons, sharing successes,
summaries) 4 - 5 min

Exit Ticket: Write a difference between Students write the difference.

needs and wants?
Instruct students to put away Students to put away their stationery
their stationery supplies back supplies back into their respective bins
into their respective bins

Remind students their homework:

To think about what they might
want to write in their Letter to
Santa.

Reflections: What went well? What revisions can be made to the lesson plan? Anything else that can be
incorporated?
Appendix A:

Name:

Date:

Comparative Table

NEEDS WANTS