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Lesson

Title/Focus

Remembrance Day Lesson

Date

November 7, 2014

Subject/Gra
de Level

Grade 4 English Language Arts

Time
Duratio
n

30 minutes

Unit

Remembrance Day

Teacher

Olivia Meyer

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:

Specific
Learning
Outcomes:

Students will listen speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Students will listen, speak, read, write, view and represent to manage ideas
and information.
Students will listen, speak, read, write, view and represent to enhance the
clarity and artistry of communication.
Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.
2.4 Create Original Text
Generate Ideas: use a variety of strategies for generating and organizing
ideas and experiences in oral, print and other media texts.
3.1 Pan and Focus
Determine information needs: ask relevant questions, and respond to
questions related to particular topics
4. 3 Present and Share

Demonstrate attentive listening and viewing:

show enjoyment and appreciation during listening and viewing activities

connect own ideas, opinions and experiences to those communicated in


oral and visual presentations

give constructive feedback, ask relevant questions, and express related


opinions in response to oral and visual presentations
5.1 Respect Others and Strengthen Community

Celebrate accomplishments and events: Use appropriate language to


acknowledge special events and to honour accomplishments in and beyond the
classroom.

LEARNING OBJECTIVES
Students will:
1. Listen, speak, read, write, view and represent to comprehend and respond personally and
critically to orally read text.
2. Listen, speak, read, write, view and represent to manage ideas and information.
3. Listen, speak, read, write, view and represent to enhance the clairity and artistry of
communication.

ASSESSMENTS
Observations:

Students listening and viewing to the book A Poppy Is to Remember


Students working quietly on their handwriting.
Students working on their sentences correctly.

Key Questions:

What does it mean to you to wear a poppy on Remembrance Day?

Products/Performan
ces:

Their writing journals


How well they are listening to the story.

LEARNING RESOURCES CONSULTED


English Language Arts Program of Study

MATERIALS AND EQUIPMENT

Book: A Poppy to Remember


Whiteboard
Whiteboard markers
Writing Journals

PROCEDURE

Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Practice handwriting
Get writing journals out
Introduction
Can anyone tell me what is so significant about November 11th?

Time
1 minute

Can anyone tell me what is so significant about November 11th?


Get Writing Journals out, listen and view the picture book
attentively, and be appropriate with the material.

Get everyone to sit nicely in their desks to get ready to listen to


the book.
Body
Read: A Poppy Is to Remember
Ask students to keep an eye on vocabulary. If they dont
know a word they should write it down.
I want you to think about what the poppy means to you.
Read the book slowly and very clearly. Show the pictures slowly
so the students get a chance to see the pictures. Make sure
that the students are listening and viewing the book attentively.
Vocabulary words
Were there any words in the book that you did not know
the meaning of?
Possible words they can ask:
Larks: A type of bird that sings when it takes flight.
Scarce: not enough
Amid: surrounded
Quarrel: an angry argument or disagreement

Write down the words on the board and get the


students to try and answer the meaning of the words.

Time
5 minutes

5 minutes

Write down the words on the board and ask the students if they
know what the words mean.

I want you to take out your writing journals if you have


not done so already.
I heard that you all have the nicest handwriting and I
want to see that, so we will be writing this in our best
handwriting.
I want everyone to write out this sentence in your best
handwriting: Every year on Remembrance Day I wear a
poppy because
Now I want you to complete this sentence very quietly
by yourself. It can be just once sentence or more. After
you have written your sentence I want you to draw a
picture that will make your sentence or sentences more
meaningful. You do not have to colour the picture, but if
you wish to do so you can.
I am making this a red activity so I dont want to hear
any talking.
Walk around and look at what the students are writing. Are they
writing neatly? (FA) Are they writing something down that is
meaningful? (FA) Are they being quiet and on task?
Closure
Ask students if they want to share their sentences.

20
minutes

Time
3 minutes

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Their work in their writing journals


Assembly: think about their sentences and make sure they are
silent so we can respect those who have died for us.

Read the back of the book and if you still have time get them to read.

Reflections from the


lesson