Component One: Organizational Information

Teacher
Grade
Name(s) Danielle Murray (she/her) Grade. 1
Level(s)
Unit(s) /
Subject
Area(s)
Language Arts Topic(s) / Writing
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson
12 minutes centers with four different groups
within
1 of 1
Duration Sequence:
Overarching
Question(s) How did you come up with your hedgehog’s name?

Component Two: Description and Rationale (Professional Audience)

In this lesson, we focus on using a capital letter at the start, spacing between letters,
and a period at the end of the sentence. Students will be writing about their hedgehog
Description: they created during art class. This topic allows students to be imaginative and
develop their own ideas within their writing. I will be working with four different
groups of students with various abilities.

Students created a hedgehog in art class, which will be the basis of the writing
activity. They will be giving their hedgehog a name. Students seemed to be excited
when building their hedgehogs, so I am hoping this creates engagement within the
writing activity. I will change the writing task depending on the group completing the
Rationale: activity. It is important to space the words because it helps the reader be able to read
the sentence and pause in between words. Working with a smaller group, I am able to
closely observe and assist students on their progression through this lesson. I will be able
to view each student’s development in their writing books to help me assess where they
are at in the learning process.

Component Three: Learner Outcomes

General
Learning
Expectation(s) 4. Students will listen, speak, read, write, view and represent to enhance the clarity and
(GLEs)
(or equivalent)
artistry of communication.

Specific
Learner
Expectation(s) 4.2 Identify and use an increasing number of words and phrases related to personal
(SLEs) interests and topics of study
(or equivalent)

1
Component Four: Learning Objective(s) and Assessment Evidence
Learning
SWBAT support their ideas through creative writing based on an outside source (hedgehog created
Objective(s)
in art class)

Learning Objective(s) Driving Question(s) Intended Response(s)

SWBAT support their ideas

This is an individual response with no right or
through creative writing based on Where did you come up with the name for wrong answer.
an outside source (hedgehog your hedgehog? For example: Cali – because that is my cats
created in art class) name, Nicole- because that is my friends name.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
-pencils
-erasers
Program of Studies: Language Arts -pencil crayons (if time allows)
https://education.alberta.ca/media/160360/ela-pos-k- -word spacers (for students who need assistance
9.pdf spacing words)
-writing books

Teacher Tasks
o Bring hedgehogs
o Sample sentence structure
o Whiteboards and whiteboard markers to write on
Component Six: Body (introduction, activities, closure)
Introduction Time
Allotment
Attention
Grabber Say: Look who came to join you for writing (hedgehogs) 30 seconds

Description
and Say: Today you are going to write about your hedgehog because you worked so
Rationale hard creating it, I thought they all deserved to have a name. 30 seconds
(student
audience)
Time
Activities Allotment
Learning Do: Show them the sentence structure.
SWBAT Say: This says “I will name my hedgehog __________.” What I am looking
support their for is spacing in between your words (show them the spacing examples).
ideas through When we write names, they start with a capital because it tells the reader they
creative
are important. If you need help spelling please let me know.
writing based
on an outside Do: Hand out books and assist students during the activity
source Give them warnings about the time (timer put up on the Smartboard.
(hedgehog Assist students, comment on ideas, join into the conversation.
created in art Say: Thank you for participating in this activity.
class)

2
 Ways to change this activity for diverse learners:
To assist students:
12 minutes
-Have the start of the sentence available for the students to view for 4
-Utilize whiteboards to assist students in writing out words groups
-Have the starting of the sentence already created in yellow for one of the
students to trace over (working on controlling the pencil) Apples
-Provide spacers for students needing a reminder to space out their words Oranges
(popsicle sticks are easier for students who are left-handed) Bananas
-Have visual aids for students needing it (viewable alphabet board) Pears

To challenge students:
-Challenge them to sound out the letters in the word they are trying to write
-Provide them with more writing opportunities or to expand on their
sentences (What does their hedgehog like to do, does it have a favourite
colour, what would get caught in its spines)

Supporting all students:

-go over expectations
-open response questions
-formal assessment (concrete work in their notebooks)

Transition Hands on top, that means stop.

Listening hands
1 minutes
Freeze like a statue

Language Arts: Hedgehog Writing

Students seemed engaged in the topic that they were writing about. It was so neat
listening to their ideas of what they would name their hedgehog they created in art
class. I enjoyed the conversations that were coming up during this lesson. One
student asked if hedgehogs have tails and I was not sure. I brought an iPad over to
her desk during nutrition break (eating) and we discovered that hedgehogs do
What have tails. I looked up fun facts about hedgehogs the night before to help create
worked
and foster extra engagement within the lesson. I felt like I explained the activity
well? Why?
clearly, went over my expectations with having their hedgehogs at the table and
used low teacher presence to connect more closely with them (smaller groups). I
used materials to help differentiate the work (spacers for students that need help
spacing, whiteboards for students not able to sound out words, tracing materials,
and additional writing for students who needed more of a challenge).

What I noticed that one student traced the letters I provided him in his book, though he
didn’t? flipped over the page to write it out again (though by himself without tracing). I
Why not? have not observed him doing this before and now that he has, I would provide the
What would tracings on the left page of the book. Then he could write it out on the right page
3
 of the book if he wanted too. I could eventually give him a piece of scrap paper
you do with the letters on it for him to look at and copy. I am not sure if this was a one-
differently
next time ? time event and will have to monitor it in the future.