Beruflich Dokumente
Kultur Dokumente
Grade: 2
Subject:
Language
Overall Expectation(s):From The
Ontario Curriculum
(1) Generate, gather, and organize
ideas and information to write for an
intended purpose and audience
Cross-Curricular Connections:
Science- Life Systems Unit
Assessment / Evaluation:
Resources/Materials:
Chart Paper to write the format of the
descriptive writing activity
Recording Devices:
Anecdotal Record (throughout the writing
process)
Checklist (for the graphic organizer and during
paragraph writing)
Writing Rubric (for evaluating final paragraphs
________________________________________
For Learning
As Learning
Of Learning
_______________________________________
D.I./Accommodations (content/process/produc
Peer tutor
Chunking
Use Technology
Teaching/Learning Strategies:
Accountable Talk
Presentations
Jig Saw
See/Think/Wonder
Think/Pair/Share
Class Discussion Role Playing
4 Corners
Problem Solving
Textbook
Placemat
Field Trip
Brainstorming
KWL
Gallery Walk
Hot Seating
Read-Aloud/Think Aloud/Interactive Read-Aloud Shared Reading/Writing
Essential Questions:
Do I organize my ideas using a graphic web
organizer?
Do I follow the checklist when Im writing the
paragraph?
Timing:
Video
Drama/Tableaux
Exit Card
Small Groups
Debate
Inside-Outside Circle
Choral Reading Readers Theatre
Guided Practice Independent Practice
2 lessons 1
hour each
Minds On:
Explain that descriptive writing includes descriptions of a person, place, or thing, so
that a picture is formed in the readers mind. The students task is to write about
their favourite animal (different from the mammal they chose for their science
project, and could be a fish, reptile, etc.). The students are to use lots of descriptive
words in their writing. Remind students that these descriptive words are also called
adjectives.
To begin, tell students that before writing, it is best to organize our ideas about our
topic, so that we have something to look back to when we begin to write out our
sentences. Create a graphic web organizer and model an example for students.
Diet
1 point
Habitat
2 points
Favourite
Animal
Interesting
Fact
2-3 points
Appearance
3 points
Return to the success criteria for the day to check for understanding and completion.
Paragraph Format
My Favourite Animal
Introduce the animal you chose and describe why you chose it
Identify what animal group it belongs to and how you know
Did you know..(interesting fact)
I wonder
Writing Rubric
Categories
Level 1
Level 2
Level 3
Level 4
Reasoning
The students
writing:
-uses some
supporting details
-uses sufficient
supporting details so
that the description
makes sense
-uses many
supporting details
that enhance the
description
-uses few
connecting words to
link simple
sentences
-uses a variety of
connecting words to
link sentences
effectively
-uses few
descriptive words
effectively
-uses some
descriptive words
effectively
-is unable to
accurately follow
class outline
-completes all
components of the
outline accurately
-follows 1-2/8
components of the
outline
-follows 3-5/8
components of the
outline
-follows 6-7/8
components of the
outline
-follows 8/8
components of the
outline
-shows some
evidence of
spelling strategies
(High-Frequency
Words/ Word Wall
Words)
-uses conventional
spelling for familiar
words and phonetic
spelling for unfamiliar
words
-uses conventional
spelling for most
words
-makes almost no
errors
number and
relevance of
supporting facts
and details
Communication
sentence
structure
Organization
structure
(follows
classroom outline)
Conventions
grammar
spelling
punctuation