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Creative Writing - Crime Scene Inference Lesson # 1 Date: March 6, 2017

Lesson Title:

Emelie Comtois ELA 5/6


Name: Subject: Grade(s):

Rationale: (lesson context and reasons why lesson matters)

It is important to know the various aspects of creative writing as it contributes to an effective communicator and a well-rounded
student. Inference is valuable for critical thinking and creative ownership.

Curriculum Connections : https://curriculum.gov.bc.ca/

Big Ideas
Using language in creative and playful ways helps us understand how language works.

Curricular Competency
Synthesize ideas from a variety of sources to build understanding.

Content
Story or Text - literary elements

Learning Intentions Activity Assessment


I can infer a story from clues and Walk around mystery scene, build a story Sharing of story and thought process
information presented. of what happened. (orally, written, or illustrated).
Represent story elements on WS and Thought, creativity, energy put into
share. inference.

Prerequisite Concepts and Skill :( for student success)


- Inference, thinking, and listening skills
- Ability to partake in discussions

Materials and Resources with References/Sources:

For Teacher For Students

Mystery Scene materials Writing Utensils


Worksheet (graphic organizer)
Inference definition, story elements

Differentiated Instruction (DI): (accommodations)

- Allow students to work at different paces (time with crime scene and story elements)
- Students can represent and share their inferred stories orally, written, or in illustrated form

Organizational/Management Strategies: (anything special to consider?)

- Be prepared to notate for a few students who want to write but have difficulty
- If you can hear me touch your ___

Possible Aboriginal Connections / First Peoples Principles of Learning


http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/
aboriginal_education_bc.pdf

Plan for Experiential Learning


- create opportunities for students to work at their own rate
- support hands on learning and risk taking
- provide opportunities for reflective thinking
Lesson Activities:
Teacher Activities Student Activities pacing

Introduction (hook/motivation/lesson overview)

Become Investigators Test out 2 theories 2-3


- Wingspan is your height mins
- Foot is the size of your forearm

We are going to investigate a mystery scene today

Body (lesson flow/ management)

Explain Investigative Process 2-3


Discuss Inference (draw conclusions from reason - Explain how to infer mins
deduce, derive, speculate) Discuss elements of a story
and Story Elements (chara, plot, setting,..)
5 mins
Mystery Scene Inference Walk around scene
- give silent time Determine what happened

Represent Story Fill out worksheet (write or draw) or brainstorm ideas 15 mins
- on WS or orally to me (to say orally to a teacher)

Closure ( connections within lesson or between


lessons, sharing successes, summaries)
Share inferred story with neighbour, if orally than with 5 mins
Share your inferred story with your neighbour teacher

Reflections: (over)

- On discussions, inferences, representations


- Any other ways to adapt or engage kids who need more time or attention?