ELA 3

Lesson 19

Monday Oct 24th, 2016

Stage 1: Desired Results

Learnin
g
Outcom
e(s)

Language Arts:
2.1 Use Strategies and Cues
Use prior knowledge
share ideas developed through interests, experiences and discussion
that are related to new ideas and information
Use comprehension strategies

use grammatical knowledge to predict words and sentence structures when

reading narrative and expository materials

apply a variety of strategies, such as setting a purpose, confirming predictions,

making inferences and drawing conclusions

identify the main idea or topic and supporting details in simple narrative and
expository passages

extend sight vocabulary to include predictable phrases and words related to

language use

read silently with increasing confidence and accuracy

monitor and confirm meaning by rereading when necessary, and by applying

knowledge of pragmatic, semantic, syntactic and graphophonic cueing systems

2.2 Respond to Texts

Experience various texts
choose a variety of oral, print and other media texts for shared and
independent listening, reading and viewing experiences, using texts from
a variety of cultural traditions and genres, such as nonfiction, chapter
books, illustrated storybooks, drum dances, fables, CDROM programs
and plays
connect own experiences with the experiences of individuals portrayed
in oral, print and other media texts, using textual references
2.3 Understand Forms, Elements and Techniques
Understand techniques and elements

include events, setting and characters when summarizing or retelling oral, print
or other media texts

describe the main characters in terms of who they are, their actions in the story
and their relations with other characters

identify ways that messages are enhanced in oral, print and other media texts
by the use of specific techniques

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ELA 3
Lesson 19

Monday Oct 24th, 2016

3.1 Plan and Focus
Focus attention

use self-questioning to identify information needed to supplement personal

knowledge on a topic

identify facts and opinions, main ideas and details in oral, print and other media
texts

3.3 Organize, Record and Evaluate

Organize information

organize ideas and information, using a variety of strategies, such as clustering,

categorizing and sequencing

draft ideas and information into short paragraphs, with topic and supporting
sentences

Record information

record facts and ideas using a variety of strategies; list titles and authors of
sources

list significant ideas and information from oral, print and other media texts

3.4 Share and Review

Share ideas and information

organize and share ideas and information on topics to engage familiar

audiences

use titles, headings and visuals to add interest and highlight important points of
presentation

Review research process

assess the research process, using pre-established criteria

4.1 Enhance and Improve

Enhance legibility

print legibly, and begin to learn proper alignment, shape and slant of cursive
writing

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ELA 3
Lesson 19

Learnin
g
Objectiv
es

Monday Oct 24th, 2016

space words and sentences consistently on a line and page

use keyboarding skills to compose, revise and print text

understand and use vocabulary associated with keyboarding and word

processing

Students will be able to

Give examples of the five types of story beginnings

Write a story beginning in one of the five ways learned

Stage 2: Assessment Evidence

Summat
ive

Assessm
ent

Formativ
e
Assessm
ent

Stories

- Round Robin with stress ball

- CSTAAAR completion and understanding of
components
- Story writing- the beginning of their story
- Assessment of beginnings lesson

Stage 3: Learning Experience

Prior to
the
Lesson
Time

Resour
ces to
Bring
Content/Description

- flip chart with types

of story beginnings

Before
Class
Intro
9:46-10:05
19 minutes

- Stress Ball
- Halloween writing templates
- USB

Last day we learned about the importance of having a

powerful beginning to your story. We also learned 5
ways that authors use to begin stories in a way to hook
their readers.

Notes
Demonstrate what it will
look like/sound like during
this activity.

Review the anchor chart of the brilliant

beginnings.
Round Robin:
Have the class move to the mat sitting in a circle
cross legged.
Give instructions:
Teacher gives the class a story topic (that time
you went on a huge rollercoaster, your 8th
birthday party, the day your baby sister was
born)
1. Students will roll the stress ball to a person in
the circle.
2. The person who has the stress ball must come
up with a story beginning.
3. When completed, that person will roll the ball to

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ELA 3
Lesson 19

Monday Oct 24th, 2016

another person and call out the type of story
beginning they want that person to use.
4. Students may pass if unsure or ask the person
next to them for help.
Teacher will demonstrate first.
Question- Have you ever wanted to go on the biggest
rollercoaster in the amusement park, but you were too
scared?
Action- I finished the last drop from my water bottle as
I stood in line to go onto the biggest rollercoaster in the
park!
Dialogue- WAHOOOO!!!!! I screamed as my mother
told me we were going to go to the amusement park
this weekend.
Thought- I have always wanted to go on the biggest
rollercoaster in the amusement park I thought to
myself as my teacher read us a story in class.
Sound effect- SCREEEECHHHH the rollercoaster
stopped in its tracks right in front of me as I watched
the carnival worker open the gate for us to go on.

Planning &
Writing
time
10:05-10:23
18 minutes
Closure
10:23-10:24

Have students go back to their desks and finish their

CSTAAAR planning and begin writing their Halloween
story writing.

Have students put all worksheets away and prepare for

Social .

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