Teacher: Adam Bowering

Date: Tuesday, April 5, 2016

Subject/Grade: Language Arts, Mathematics, and Social Studies/Grade 3
Time: 8:30 3:00
Grade 3 Language Arts Curriculum Outcomes:
GCOs:
Students will be expected to:
Select, read, and view with understanding a range of literature, information, media, and
visual texts.
Use writing and other forms of representation to explore, clarify, and reflect on their
thoughts, feelings, experiences, and learnings; and to use their imaginations.
Create texts collaboratively and independently, using a variety of forms for a range of
audiences and purposes.
Use a range of strategies to develop effective writing and media products to enhance
their clarity, precision, and effectiveness.
SCOs:
Students will be expected to:
Select, independently and with teacher assistance, texts appropriate to their
interests and learning needs.
Use a variety of self-correcting strategies (e.g., rereading, reading on and trying to
think about what would make sense, trying to find a little word in the big word).
Recognize the elements of a story or plot.
Setting their own purposes for reading/viewing, asking themselves questions about
what they want to find out.
Demonstrate some awareness of purpose and audience.
Experiment with a range of prewriting, drafting, revising, editing, proofreading,
and presentation strategies
Use a variety of prewriting strategies for generating and organizing ideas for
writing (e.g., brainstorming, webbing, story mapping, reading, researching,
interviewing, reflecting)
Use appropriate drafting techniques (focussing on getting ideas on paper, taking
risks with temporary spelling when necessary, experimenting with new
forms/techniques, keeping audience in mind, using a word processor to compose)
Use revision techniques to ensure writing makes sense and is clear for the audience
(e.g., reading/rereading, adding ideas, crossing out repetition or unnecessary
information, sequencing ideas/information, rearranging, using feedback from
conferences to help revise)
Use editing strategies (e.g., checking punctuation and language usage; checking
spelling by circling words that dont look right, trying them another way, and
checking with a resource such as dictionary; using an editing checklist)

Demonstrate engagement with the creation of pieces of writing and other

representation.
Experiment with punctuation (sometimes overgeneralize use of periodse.g.,
periods after every word).
Use question marks, exclamation marks, and quotation marks.
Use simple editing strategies such as adding more letters to one or two words, or
putting in periods.

Grade 3 Social Studies Curriculum Outcomes

Students will be expected to:
3.2.1 Examine the diverse peoples in their province.
3.2.2 Examine how diverse peoples in their province express their culture.
Lesson Objective: For language arts: The students will be able to make a poster using
information they have gathered from resources found in the classroom library. These will be
set up for parents and other students to see.
For Social Studies: Students will be exposed to a dance from the Irish/English culture.
Students will explore the meaning of this dance, and how it applies to their knowledge of this
and other cultures.
Materials:
Teacher Computer
Smart Board
o Lesson: Plant Needs
Room Sound System
Word Work Book
Dictionaries
Color Pencils
Instructional Posters The elements for non-fiction writing pieces
Pencils
Science Duo tangs
Loose-leaf paper, photocopy paper
Poem, Spring Surprises.

Lesson Procedure:
Time Period: 8:35-10:00

Students have been working on a non-fiction writing piece on an animal of their

choice. Students are now moving on to creating a poster using these writing pieces.
Language Arts
10 minutes: Warm up: The teacher will gather students around a chair at the front
of the class. The teacher will show a student example of how they should set up their
paper, in order to separate the information to write on their cue cards. The information

should be split up into where the animal lives (habitat), what it looks like, and what it
eats. Other interesting facts should also be written on these cards and placed on their
posters boards with pictures that depict the facts they are highlighting. If there are no
pictures that highlight the facts, this is no big deal.
There should be 3-4 sentences on each cue card. All letters must be the same size, and
attention to spelling and punctuation should be considered.
Students will be reminded of the details that they have seen from posters seen at last
weeks heritage fair. What elements made their favorite posters stand out? How can
they adapt what they have seen to their own posters?
Neatness will be stressed. Letters need to be the same size, and words must be written
using their best writing. Re-dos will take place if this expectation is not met.
15 Minutes:
Students will begin making their posters boards. Expectations will be clearly stated at
the beginning of the LA period.
Students will need: Poster boards, 3-5 cue cards each, pictures of their animals, their
writing pieces to get the information they need, and scissors/glue.
Students may ask a question to a friend to clarify, or relay information about their
animal. The teacher should be circulating around the room to clarify any
misconceptions that individual students may have about their poster boards and how
they can make them effective. (i.e. using voice in their writing, picking out the best
information to showcase their animal.)
The teacher will conference with students when they have finished writing the
information they wish to put on their cue cards. The teacher will check for neatness,
punctuation, and for the letters to be the same size.
5 minutes bathroom/water break
30 Minutes Students will continue to work on this project for the rest of the period.
10-10:15 Recess
10:15 10:55:
Visualization of a short poem Spring surprises
The teacher will read through this short story. They will pause after each sentence so
that students can sketch their interpretation of what is being read.
The students will pass these into the teacher when theyre finished.
10:55 11:55 - Math
11:55 12:15 Lunch
12:15 12:40 Recess
12:50 1:30 Literacy (contd)

12:50 1:00 Read to self This is a time for students to be reading to themselves
and not talking to their neighbors.

Mini-lesson (10 Minutes):

Co-construct a plant word wall with students. Ask them to write down words that go
with plants. Now that they have been exposed to some words, these words should be
easier for them to come up with.
The teacher will write down each word on the smartboard for students to create their
word walls. These word walls will be used later on for writing pieces about plants.
If there is time remaining, gather students around the front of the class and show them the
model of an observation journal that they will be doing later on (maybe next week, or the week
after.)
Highlight: the drawings, samples, and the neatness (how information is lined
up, using a ruler for straight lines).
Read some interesting facts from the journal.
Show the graphs to students, showing the mathematics connection.
1:30-2:15 Phys. Ed.
2:15 3:00 Social Studies
The teacher will ask a student to come down from grade 5 to showcase their highland
dance routine. The teacher will play music using the classroom sound system, and ask
the student to explain what the significance is of the dance.
Evidence: What are the ways people express their culture? (E.g., stories, music, art,
language)
The teacher will begin a discussion about the costume. Why did they choose this
costume?
This is a form of entertainment that happened before the invention of TV or movies.
The grade 5 student will explain the meaning.
What is the significance of the music?
This is the transmission of heritage and culture. By doing this, the student is maintain
this practice and transmitting it to a new generation.
The teacher will ask students to write down what they have learned about the dance and
the culture in a paragraph to be passed in.
Differentiation
Students who need extra time will be given that time for task completion. Portable theme word
walls will be used to assist students with their spelling.
Scribing will be used for a student to help them with their writing.

Evaluation

For language arts: during the writing of the information for their poster boards, the
teacher will circulate around the room to check students spelling and writing. Re-dos
will take place if these aspects are not up to the standard expected.
The teacher will be assessing students work for their posters. Neatness and spelling
will be emphasized.
The teacher will be using discussion and question-and-answer periods as formative
assessment. The teacher will also be checking the progress of student work, and taking
anecdotal notes where necessary.

Lesson Evaluation and Revision:

Preparation and Research Was I well prepared? What could I have done differently?
Written Plan Was I organized? What did I learn that will help me in the future?
Presentation Were the students involved? Was I clear in my presentation? How was
the pacing?
Assessment What did the class do? How do I know if they were successful? What
should I change for next time?

Notes: