Rayanne Becker

Memoirs of an Elf

Grade One English Language Arts Lesson Duration: 60 minutes December 4, 5, 6, 2019
December 4: December 5: 11:20-11:51am; December 6: 9:05am-9:35am

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome(s):
2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Learning Outcome(s):
2.2 Construct meaning from texts: relate aspects of stories and characters to personal feelings
and experiences.
2.4 Generate Ideas: generate and contribute ideas for individual or group oral, print and other
media texts.
LEARNING OBJECTIVES
Students will:
• Relate aspects of the elf story (name, job, cookies) to their personal feelings through
discussion and experiences and share it in their writing.
• Generate and contribute ideas during carpet brainstorming time.
ASSESSMENTS
Pre- Formative: Summative (if
assessment I will assess their finished product (periods, capitals). applicable):
(prior Students will be rewriting their sentences onto nice “Elf”
knowledge) (if paper once they have completed the activity in their
applicable): regular journal.
LEARNING RESOURCES CONSULTED
Resource 1: Teacher Associate (Melissa Brudevold)
MATERIALS AND EQUIPMENT
• Memoirs of an Elf by Devin Scillian and Illustrated by Tim Bowers
• Flip chart paper
• Coloured markers
• Flip chart paper with elf sentence(s) - previously prepped
• Journals
• Pencils
PROCEDURE
Student Differentiation: Students who need more assistance will be checked in on more.
Joshua and Nixon: challenged to earn direction cards.
Whole Class: challenged to earn marbles if they need motivation to listen/pay attention.
Introduction (time: 5 min)

The book was introduced and read (completed) to the students before these lessons.

Lessons for Day 2 and 3 will be adjusted accordingly, once I have observed and
experienced how Day 1 goes.
 Rayanne Becker

Day 1
Students will be in learning rows at the carpet.
I will introduce and discuss Memoirs of an Elf and what it would be like to be an elf (this will
build excitement).
Read page 1 (Christmas Eve, 9:45PM) – do an interactive read of the page; ask “What are the
elves’ names?”

Transition (1 min)
Students will move into a learning circle.

Day 2
Learning rows at the carpet. I will read the page with the heading “Midnight”. – do an interactive
read of the page; “What are the elves’ jobs?”

Transition (1 min)
Students will move into a learning circle.

Day 3
Learning rows at the carpet. I will read the page “12 hours to go, halfway around the world”
- Interactive read aloud; “What are the elves’ favourite cookies?” – share with your elbow
buddy what your favourite cookies are.

Transition (1 min)
Students will move into a learning circle.
Body (time: 25 min)
Day 1
Carpet Brainstorming (8 min)
Students will be in a learning circle and I will use flip chart paper to brainstorm ideas with the
class.
On the paper I will write: “Elf names”
• As a class we will write possible elf names on our list.
I will then go over what our sentence will look like. I will have it previously written out on flip
chart paper.

Transition (3-5 min)

Before giving instructions, I will hang the flip charts on the white board.
I will instruct them to 1) grab their journal when their name is called (I will hand them their
journal), 2) sit at their desk, 3) flip to their next page and begin writing their sentence (10-12
min).

Day 2
Carpet Brainstorming (8 min)
Students will be in a learning circle and I will use flip chart paper to brainstorm ideas with the
class.
On the paper I will write: “Elf jobs”
• As a class we will write possible elf jobs on our list.
I will then go over what our sentence will look like. I will add it to the previous sentence.
 Rayanne Becker

Transition (3-5 min)

Before giving instructions, I will hang the flip charts on the white board.
I will instruct them to 1) grab their journal when their name is called (I will hand them their
journal), 2) sit at their desk, 3) flip to their next page and begin writing their sentence (10-12
min).

Day 3
Carpet Brainstorming (8 min)
Students will be in a learning circle and I will use flip chart paper to brainstorm ideas with the
class.
On the paper I will write: “Favourite Cookies”
• As a class we will write our favourite cookies on our list.
I will then go over what our sentence will look like. I will add it to the previous sentences.

Transition (3-5 min)

Before giving instructions, I will hang the flip charts on the white board.
I will instruct them to 1) grab their journal when their name is called (I will hand them their
journal), 2) sit at their desk, 3) flip to their next page and begin writing their sentence (10-12
min).
Closure (time: 5 min)
Day 1, 2, 3
When students are finished their sentence, they can share it with a friend and work on a picture
for their journal or put their journal on the counter.
They can then read at their desks.
TARGET
Class management, especially during the transitions.
REFLECTION