Lesson

Title/Focus

Connecting to a special grown-up (part 3)

Date

December 9, 2016

Subject/Gra
de Level

Grade 3 writing

Time
Duratio
n

45 minutes

Unit

Writing

Teacher

Miss OConnell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences
2.2 Respond to texts
Construct meaning from texts:
- Connect portrayals of characters or situations in oral, print and other media texts to
personal and classroom experience
2.4 Create original text
Generate ideas:
- Experiment with ways of generating and organizing ideas prior to creating oral, print,
and other media texts
Elaborate on the expression of ideas
- Use sentence variety to link ideas and create impressions on familiar audience

LEARNING OBJECTIVES
Students will:
1. Use their planning sheet in order to begin their writing piece on their special grown- up .The
goal is for the reader to be able to connect through that writing and to be able to think of their
own special grown up- good readers make connections as they read, good writers help the
reader to make those connections
2. Students will peer edit and then write a good copy of this in their visual journals (one side of
the page) and a drawing on the other page.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Students being engaged in their own writing

Students peer editing
Students taking time and care in making their good copy
Who is your special grown-up?
What makes your special grown-up special?
What is one interesting thing about this person?
What is your favorite memory of this person?
The students writing that they produce

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Visual journals

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Students will have already wrote their rough draft of their writing,
using the ideas from their planning sheet
Introduction
Time
Today we are going to make our writing look extra nice by
writing a good copy to put in our visual journals
- Students knowledge of using descriptive language, as well as
ways of making their writing more interesting.
- Students will be focused, and will take time and care in their
writing, including as much detail as possible
Body

Time

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Feedback From
Students:
Feedback To
Students

Students will finish their writing if it is not yet completed, and

then proceed to get into partners to have a peer conference.
During this peer conference students will give their partners 1
star, 1 wish, and 1 think. Students will also check that word wall
words are spelt correctly. Once the students have shared their
writing and received their feedback from their partner, they will
go make any changes/edits that are required. When I see that
some students are finishing up and ready for the next step, I
will stop the class using hands on top, that means stop and
explain/ model the visual journal portion to the class. Students
will use one page of their visual journal for their writing
(ensuring they are using their best printing) and will use the
page beside it for their drawing of their special grown-up.
- Havanna can write sentences that she helps me make in her
writing notebook, and draw a picture and color it of her special
grown-up to go along with it.
Closure

45
minutes

Time

- Students engagement in the task

-

Formative assessment as I walk around

Feedback for students who want me to read their work
Checking in with groups as they have their peer
conference

Reflections from the

lesson