LESSON PLAN ASSIGNMENT

Rebbecca Lloyd - CURR 317

Lesson Plan Title / Subject:

Finding Voice / English

Date:September 25th, 2014

Class / Grade: Grade 10 Academic English
Length of Class (minutes): 80 Minutes

LEARNING GOALS:
Learning Goal
Communicate in a clear,
coherent manner, using a
structure and style
appropriate to the purpose,
subject matter, and
intended audience.

Establish a distinctive voice

in their writing, modifying
language and tone skillfully
to suit the form, audience,
and purpose for writing.

Success Criteria
1) Students can identify
and use specific references
from a visual aid to
strengthen an argument in
a presentation.
2) Students can present
with a clearly stated
purpose, point-by-point
development, and relevant
supporting details.
1) Students can adapt the
point of view and voice of
an entirely new character
2) Students can identify
concrete, specific words
they can use to depict
events and emotions with
exactness.

Coded Expectations
Oral 2.3

Writing 2.2

LEARNING SKILLS:
Responsibility
Self-regulation
Independent
Work

Collaboration
Initiative
Organization

Notes: Students will begin working in groups, during this time organizational
skills will be practiced. This activity is followed by an assignment that requires
independent work.

LITERACY FOCUS:
Locate and use information from a
wide variety of sources
Use oral/written communication
suitable for purpose and intended
audience
Read for purpose and/or pleasure

Communicate effectively using

visual forms and symbols
Read and interpret (orally or in
writing) visual forms
Think critically and respond to
text or oral work
Other:

Write with purpose and clarity

Notes: Students will be using images from magazines in order to create a
character. Following this activity students will be required to
present/communicate aspects of these characters.

BRIEF DESCRIPTION

OF

OVERALL LESSON:

During this lesson students will:

1) Participate in a personality quiz to begin the process of adopting perspective
and introduce the notion of voice.
2) Work in groups to create a collage that best describes a given character.
3) Work with images to create a character description.
4) Create an oral presentation in groups to present and defend that character
description.
5) Use new character descriptions to complete an individual writing
assignment in which students will write a fictional letter home.
During this lesson students will use:
- http://psychcentral.com/quizzes/personality.htm

http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pd
f

Time
Segment
(minut
es)
5
Hook

10

Assessmen
t for
Learning:
(Gauging
previous
learning/on
going
learning
provides
information
for you)

10

Delivery of
New Ideas:
(what is you
plan for
delivering
the content
or new

Description

Resources

Students will choose a

celebrity/character/ pop culture
icon and complete a personality
quiz as though they are that
person.
Re-group class
Discuss process of the
Hook in order to assess
elements of character,
voice and perspective that
students grasp
- Which questions were
hard/easy to answer?
Why?
- What personalities
were hard/easy to work
with? Why?
- What questions do you
think matter most?
Why?

http://psychcentral.com/quizzes/
personality
.htm

Talking about voice: Voice

is the characteristic
speech and thought
patterns of a first-person
narrator; a persona.
Because voice has so
much to do with the

ideas you
want
students to
learn)

Station
1:
20

Learning
Tasks:

Station
2:
15

Include Assessmen
t as
d
Learning:
(assesses as
they go and
provides
useful
feedback to
them)
Instruction
al
Strategies:
Which (if
any) of
these
strategies
are you
going to use
during your

readers experience of a
work of literature, it is one
of the most important
elements of a piece of
writing.
Explain that we as a class
are going to work together
to take steps to find some
character voices.
Students will work in
groups of 5.
Each group will begin at a
station. with a stack of
approx 10 magazines & a
character description.
Groups will tear images
from the magazines that
they feel describe their
given character
Once completed groups
will trade stations,
(character description will
be taken away).
At new station groups be
given a handout and will
use the images selected by
the other group to create
their own character
description.
Students will be observed
as they work at stations.
Students will be provided
with feedback as to
whether or not they are
completing the task
appropriately, if not, how
to do so.

Think/pair
/share
Think/pair
/draw
Four
corners
Graphic
organizers
Placemat
Jigsaw

Debate
Coding
for
importance
Inside/outside
circles
Rapid writing
Individual/pai
r/group work
Numbered
heads

http://www.readwritethink.org/fi
les/
resources/lesson_images/lesson1
75/
traits.pdf

learning
tasks? Why?

15

Gallery
walk
Graffiti
Learning
centres
Demonstr
ation

Direct
teaching
Role playing
Seminar
panel
Hands-on
activity

Notes on
Instruction
al
Strategies:

Students will be able to

work in partners, groups
of five, and individually
ensuring all learning
styles and personality
types can be accounted
for.

Assessmen
t of
Learning:
(most likely
very
small...towa
rd the end
of class to
be sure
students
can do what
you set out
in the
learning
goal. )
Wrap
Up/End of
class:
How do you
plan to end
the class
(connect the
dots, final
assessment,
etc.)

Students in groups will

present their entirely new
character to the class.
Using the images and their
newly created character
descriptions, groups will
work together to orally
present the fictional
personality of their
character, backing up each
point with the image that
was inspiration for that
personality trait.

Using any character

description presented in
the class students will
complete a written
assignment.
Students will write A
Letter Home from the
perspective of a class
created character.
Letters Home should
include
1) An update (where they
are now, what they are
doing, who they are
with)
2) Current Goals (where
they wish they were,
what they wish they
were doing, who they

wish they were with)

3) Question for home.
A Letter Home should be
submitted for marking the
following class.

DIFFERENTIATED INSTRUCTION

AND/OR

ACCOMMODATIONS:

Imagine that you have a student in your class who needs accommodations or some type
of change to your lesson plan. In a sentence or two tell me about this student and their
reasons for needing accommodations (please check the box(es) that apply to your
lesson and write a sentence or two explaining your decisions.):
This student struggles with writing.
In order to adjust the assessment criteria to make the task more accessible, students
who are concerned with their ability to provide the written assignment may hand in a
Rough Draft that can be edited by a peer or by the teacher.
Adjust the scope of the task
Adjust the complexity of the task and the level of support provided
Adjust the constraints/limits placed on the task
Adjust the assessment criteria or type of assessment for the task
Provide alternate medium or location for student to demonstrate learning

REFLECTION/NOTES:
n/a

Rebbecca Lloyd
CURR 317
Lesson Plan Assignment
September 25th 2014