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Name: Courtney Brassard Cohort: Cohort A1

Lesson Plan
Lesson Title: Introduction/ Predictions Grade: 5 Date: February 26th 2018
Subject/Strand: Novel Study Unit: Silverwing Location: Classroom Times: 9:10- 10:10am
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
During this lesson, students will be introduced to the novel Silverwing by Kenneth Oppel. This novel will be used as unit plan/ novel
study where they will complete different activities to demonstrate their understanding of the book. In this particular lesson, students
will be shown only the cover of the book, this will be displayed onto the smartboard. As a class, students will share their predictions
with the class, and the teacher will write the ideas onto chart paper. This activity will then lead into a discussion on the books theme
of determination. Students will make a mind map where students will think about different examples of determination and connect
those examples to the predictions that were previously made. After students have made predictions, we will then use the smartboard
to fill out a KWL chart, as a class and then individually, on what we know about bats, what we want to do about bats, and what we
want to learn about bats.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Reading: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of
strategies to construct meaning

Oral Communication: 2.use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes

Ontario Curricular Specific Expectations and Achievement Chart Categories


(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Reading: 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to
understand texts (Knowledge and Understanding, Thinking)

Oral Communication: 2.7 use a variety of appropriate visual aids to support or enhance oral presentations (Communication,
Application)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn…
- About the theme determination and how it applies to the novel Silverwing
- How to fill in a KWL/ mind map chart based on class discussion
- How to make predictions based on the cover of a book
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
- I can think of different examples of determination and how it applies to the novel Silverwing
- I can fill in a KWL chart/mind map based on class discussion
- I can make predictions about Silverwing based on the book cover
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Say: Students will make predictions Students will show their learning by being An observation checklist will be used to
about Silverwing based on the cover involved in discussion and contributing to the keep track of who was actively involved in
and then discuss different examples mind map/ KWL chart the different activities and who was
of determination contributing to discussion. As well
students will hand in their KWL chart, to
Do: Students will fill in a KWL chart assess their diagnostic understanding of
and mind map on the smart board bats.

STEP 3: CONSIDERATIONS FOR PLANNING


Prior Learning: Prior to this lesson, students will have
-Students will have had previous knowledge on bats due to grade 2 discussions and learning. Students will have experience filling out
KWL charts and mind maps through previous activities.
I.E.P. program implications: Accommodations, Modifications
For students who would prefer to not be actively involved in discussion, they can be in charge of filling out the mind map chart for the
class.
For students who have difficulty filling out the KWL chart by themselves, they can work with a partner to fill out the chart.
Differentiation: Content, Process, Product, Environment, Assessment
Process: Students can designate one student to fill out the mind map and KWL chart.
Environment: Students will be sitting on the carpet to ensure that there is open discussion and inclusion
Assessment: Students can have extra time to submit KWL chart if needed
Learning Skills/Work Habits: [ ] responsibility, [ X] organization, [ ] independent work, [ X] collaboration, [ ] initiative, [ X] self-regulation
Organization: Students will organize their ideas into a mind map and KWL chart
Collaboration: Students will discuss different ideas and predications with the class
Self-regulation: Students will listen to the person who is speaking without interruption
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
- Predication
- Silverwing
- Antagonist
- Protagonist
- Determination
- Bat
- Plot
- Setting
- Character
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

-Smart board for KWL/mind map


-Different Silverwing book covers
-Chart paper
-KWL Chart
-Silverwing by Kenneth Oppel

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 9:10-9:20 (Indicate time breakdown of instructional elements)
 Students will sit at the carpet
 Students will sit at the carpet  Students will be shown different books cover from the
 The teacher will have a slideshow playing of different novel Silverwing by Kenneth Oppel.
Silverwing illustration, specifically looking at the book  Students will be asked to think about the different images
covers. they see
 The teacher will ask students to look carefully at all of  Possible questions: Is the bat the main character? Why is
the images and think about what the story can be there only one bat? What is the bat doing? Is it a good bat
about. or bad bat?
 Possible questions: What do you see? What do you  Students will then learn about the word determination
think the image tells us? Who do you think this  Students will be asked to think about different examples
character is? Do you think they are the antagonist or where they saw or knew determination was present
protagonist? What do you think the story is about?
 Discuss the word determination and have students
think of different examples where they saw or knew
determination was present.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 9:20-9:55 (Indicate time breakdown of instructional elements)
 Students will remain at the carpet
 Students are still at the carpet
 Students will give the teacher different predications of
 The teacher will now have students share their the story to write down on the chart paper
different predictions and write them down on chart
 Students will think about the different questions asked to
paper
make their predications
 The teacher will prompt students with questions that
 Students will pair and share about the predictions made
have been previously discussed
and think of a short plot summary on what they think
 The teacher will then have students pair and share their might happen.
predications, and give them 3 minutes to draft up a
 From there, students will be given a definition of
short plot.
determination
 The teacher will then move the discussion into the topic
 Students will think about the word determination and
of determination by giving a definition of
what determination means to them
determination.
 Students will then be show a mind map
 The teacher will ask students to think about what
 Students will be allowed to share different examples that
determination means to them
come to mind about determination
 The teacher will bring up a mind map on the smart
 One or more students will have chance to go up the smart
board and allow students to fill in the mind map as a
board and fill in the mind map with the different
class of different examples
examples.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 9:55-10:10 (Indicate time breakdown of instructional elements)  Students will then be shown a KWL chart
 As a class, students will share what they know about bats,
 As a consolidation, the teacher will then bring up a KWL what they want to know about bats, and what they
chart on the smart board and ask students to think learned about bats through discussion
about bats, and what they know  Students will go back to their desks to fill out the KWL
 The teacher will ask students what they know about chart
bats, what they want to know about bats, and what  Students will hand in the KWL chart as an exit ticket
they want to learn about bats
 The teacher will also give students their own copy of a
KWL chart to fill out at their desks as an exit ticket

Extension Activities/Next Steps (where will this lesson lead to next)

- This lesson will then lead into three lessons, the first lesson will be reading the first two chapters of Silverwing, and then
students will work in groups of 4-5 where they will pick out one scene that is of interest to them and create their own
Instagram image of that scene. Students will then present their Instagram image to the class. The second lesson will consist of
reading the next two chapters as a class, and then students will individually write a newspaper article about one incident that
occurred in the previous four chapters. The third lesson, students will read two more chapters in guided reading groups, and
they will then do research on bats and put together a presentation of their findings.