Rachel Hsieh - Lesson Plan 3 - Mending The Ending - Literacy For Grade 2 3

By: Rachel Hsieh (PJ APP 7)
Lesson Design for Meaningful Learning
Lesson Design for Meaningful Learning

Lesson Title: Mending the Ending (Literacy)
Date(s): Friday, November 20th, 2020 Class: Grade 2/3
Welcome In Welcome In
(Establishing - Make eye contact
Rapport) - Give a brief greeting
- Make a personal connection / Check-in Question
-Ask students how they are feeling today based on an image of various
Dr. Seuss characters who are expressing different emotions
Hook
(Activating Hook: A short activity that begins quickly and activates prior knowledge,
Background engages student interests and curiosity, focuses attention before the
Knowledge) lesson begins
 A quick review of what was learned in the last class

(10 minutes) -Brief review of what predicting is and good prediction questions if
students do not remember
 A video, image, or text displayed with a thinking/guiding question
-Show a short funny compilation video (that is age appropriate) / scene of
a kid-friendly movie (that students would have most likely not have seen)
and before something happens to the character, pause the video and ask
the students what they think is going to happen
-Play the video and students will verify whether their prediction was right
or wrong
Sharing of Share learning goals and the purpose for learning to make learning
Learning Goals meaningful:
and Criteria for -Students will be able to understand the content of a story in order to
Success produce their interpretation of the ending
-Students express their predictions of a text through words and images
-Students demonstrate their role of being meaning makers to a text
(5 minutes)
Share success criteria (what the students will know and be able to do when
they have learned this)
-I will make meaningful predictions to better understand the text
-I will make connections between text and visuals
-I will be respectful and attentively listen to others (social objectives)
Curriculum Grade 2 Reading Expectations under Comprehension Strategies

Expectations identify several reading comprehension strategies and use them before,
during, and after reading to understand texts (e.g., activate prior

knowledge to ask questions or make predictions about the topic or story;
use visualization to help clarify the sights and sounds referred to in the text;
ask questions to monitor understanding during reading; identify important
ideas to remember)
Grade 3 Reading Expectations under Comprehension Strategies

identify a variety of reading comprehension strategies and use them
appropriately before, during, and after reading to understand texts (e.g.,
activate prior knowledge through brainstorming and/or developing mind
maps; ask questions to focus reading and clarify understanding; use
visualization to clarify details about such things as homes and clothing of
early settlers; use pictures to confirm understanding of printed
Educational Cross-curricular connections:

Connections -Connection to Art as students are imagining and creatively interpreting
how they think “The Butter Battle Book” should end
Connections to students’ lives (local / global):

-Ability to think for themselves of what makes sense and what does not
-Extrapolating from prior knowledge and understanding
Connection to Equity, Diversity, and Social Justice:

-Introducing students to think critically in situations where there are
different perspectives and / or situations of conflict / injustice (conflict as
the theme of the text)
-Teaching students to apply the multiple-solutions attitude rather than
searching for a certain answer in language (challenging the norm)
Input Input
(Teaching) and Teach and show the content and skills students need to know to be
Modelling successful
(Showing)
-Read aloud “The Butter Battle Book” by Dr. Seuss (link to YouTube read
I do it while aloud: https://www.youtube.com/watch?
you watch. v=ut1CSRmVp0I&ab_channel=Poz159)
I do it and you
help. -Stop multiple times throughout the book, asking the students what they
think is going to happen next (confirming / rejecting predictions)
-Once the end is reached, ask the students to share how they feel about
(20 minutes) the ending (the end of the story is intended to be open-ended /
somewhat incomplete)
 Content Focus: Reading for Meaning (comprehension strategies)

 Skills Focus: Making Predictions, Asking Questions
 Guiding Question(s) for listening, reading, and learning:
-What do you notice about the text in this book?

-What do the images tell you about what is going to happen next?
-What new information do you have that you can add to your last
prediction?
Model
Model examples that clarify understanding and make this learning
meaningful
-Have students think aloud and brainstorm ideas for the ending as a class,
record ideas in the format of a mind map
 Example #1: Write a possible idea to the ending of “The Butter Battle
Book” such as “Grandpa defeats the Zooks”
 Example #2: Write a possible idea to the ending of “The Butter Battle
Book” such as “Zooks defeat Grandpa and the Yooks”
Notes for Accommodations and Differentiation:

 2 students diagnosed with Autism Spectrum Disorder (may not be able
to concentrate for long periods of time or the connection between text
and photos need to be simplified more) – Domenico & (other student)
 Content
-Story could be shortened or be given an alternate text to do predicting
-Watching an animated version of the picture book could be more
effective
Guided and Observe, prompt, and possibly meet with a small group of students to
Independent support guided or independent practice.
Practice
Student(s):
We do it. -Working in groups of 4, start brainstorming what you think the ending of
You do it. the “Butter Battle Book” should be with a placemat
-Ideas can either be expressed by formulating sentences or drawing
(20 minutes) pictures
-Discuss what they wrote / drew and put all your group’s main ideas in
the centre of the placemat
-Teacher presents certain criteria for the final project / assignment (ex:
should write at least 3 full sentences describing the illustration of the
ending (could be even more creative with using the same rhyming
scheme as Dr. Suess if possible))
Content (circle one):
Reading Writing Math Science Social Studies Other
 Check in on progress
-Teacher is circulating to ensure that students are on task and
providing encouragements
 Reteach content and skills
-Similar to previous classes, teacher can remind students to write
down their predictions / questions on sticky notes to help them
brainstorm first
-Encourage students to make connections to self, a different text, or
the world
Check for Content knowledge/Skills checks for understanding: Focus on learning

Understanding goals and success criteria
and Ongoing
Formative  Observations that focus first on strengths
Assessment -Praising students for their creativity in their illustrations and their
writing abilities
(10 minutes)  Conversations that support assessment and promote rapport
-Using positive and constructive feedback while students are working
-Holding “The Butter Battle Book” while circulating the room so
students can identify sections / page of the book that resonate with
them the most
 Products (for feedback)
-Teacher examines each group’s placemat to ensure the right progress
and the success of the final project / assignment
Closure  Lesson review and wrap-up/Reflection

-Having the student groups decide together on what their next steps
(5 minutes) toward the assignment will be
 Recording of homework, important information
-Task is started in class and continues to be worked on both in-class or
individually once individual tasks are decided (ex: two students as
writers and two students as illustrators)
 Closure question/prompt (to spark curiosity for next lesson)
-“Who reads Dr. Seuss books? What are the readers like?” (could
extend to a lesson about perspective or a writer’s audience)
 Appreciations
-Thanking the students for being such powerful predictors and
working well in their groups
Resources/Materials:
 “The Butter Battle Book” (physical copy or YouTube read-aloud link)
 4 person placemats
 Writing and Drawing Utensils
 Sticky Notes (if necessary)
Assessment:
For learning:
 Work samples/products
-Placemat / illustration of their work can be evaluated for understanding of the story,
inclusion of characters, proper setting, clues from the story, reasonable ending, etc.
-Teacher could even compile all the students’ ending of “The Butter Battle Book” into a
class collection that can be read-aloud in a future class (every student’s work gets
celebrated)
As learning:
 Rubric
-Teacher could provide a rubric for ensuring each student includes the main
components of a Dr. Seuss picture book ending (ex: colourful illustrations, legible and
neat text, proper sentence structure and punctuation, etc.)
Of learning:
 Assignment
-Each group submits their text / sentences of the ending with an illustration in a
storyboard format
 Mini Presentation
-Students share their perception of the ending with other groups
Notes:

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By: Rachel Hsieh (PJ APP 7)

Lesson Design for Meaningful Learning

Lesson Design for Meaningful Learning

 A quick review of what was learned in the last class

Curriculum Grade 2 Reading Expectations under Comprehension Strategies

during, and after reading to understand texts (e.g., activate prior

Grade 3 Reading Expectations under Comprehension Strategies

Educational Cross-curricular connections:

Connections to students’ lives (local / global):

Connection to Equity, Diversity, and Social Justice:

 Content Focus: Reading for Meaning (comprehension strategies)

-What do you notice about the text in this book?

Notes for Accommodations and Differentiation:

Content (circle one):

Reading Writing Math Science Social Studies Other

Check for Content knowledge/Skills checks for understanding: Focus on learning

Closure  Lesson review and wrap-up/Reflection

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