Name: Courtney Brassard Cohort: Cohort A1

Lesson Plan
Lesson Title: Newspaper Article Grade: 5 Date: February 26th 2018
Subject/Strand: Novel Study Unit: Silverwing Location: Classroom/ Library Times: 9:10-10:10
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson, students will be read the next two chapters of Silverwing. Students will be asked to pay attention to different incidents
that occur throughout these chapters. Once the chapters are done, students will write their own newspaper articles where they will
use the 5 W’s to describe what happened in the scene. The purpose of this lesson is to try and connect determination to the incident
as well as practice their retelling skills. The big idea is to have students to try and make connections to the theme, when it may not be
as obvious in certain chapters, students will have to be critical listeners in order to make connections. In a second part to this lesson,
students will then have classmates edit their stories and give feedback for improvement.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Oral Communication: 1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Writing: generate, gather, and organize ideas and information to write for an intended purpose and audience

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Oral Communication: 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to
suit a range of situations, including work in groups
Writing: 1.1 identify the topic, purpose, and audience for a variety of writing forms.
1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn….
- How to pick out specific details in the chapters
- How to write a newspaper article using the 5 W’s
- How to connect the theme to the incident that I am writing about
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
- I can pick out specific details in the chapters
- I can write a newspaper article using the 5 W’s
- I can connect the theme to an incident in the chapters
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Written: Students will write a Students will show their learning through their The teacher will use a rubric that outlines
newspaper article on an incident that writing and whether or not they can connect the the success criteria for the newspaper
occurred in the chapters, and then incident they are writing about and how it article.
find a connection to the theme connects to the theme. Students are also Students will also edit other classmates
showing their learning through their wiring work, and provide feedback.
Do: Students will pick out specific ability by incorporating the 5 w’s.
details from the chapter and apply it
to their newspaper article
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have learned what the 5 W’s are in writing and how to incorporate it into their own writing. Students will have also read
the first two chapters to understand the story thus far. Students will have already connected determination to the first two chapters.

I.E.P. program implications: Accommodations, Modifications

For students who have difficulty writing, they can work at the computer lab in the library to type out their newspaper article
For students who have difficulty making connections, they can work with other students for additional support.
Differentiation: Content, Process, Product, Environment, Assessment
Content: Students can work with other students if they have difficulty making connections to the theme
Product: Students can use computers if they do not feel comfortable writing out their stories
Assessment: Students will have extra time to finish their article when we move to the editing process
Learning Skills/Work Habits: [X ] responsibility, [ X] organization, [ X] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Responsibility: Students will be responsible for finishing their article in time to be peer edited.
Organization: Students will need to organize their thoughts and ideas before writing their newspaper article
Independent Work: Students will write their article independently unless they need assistance
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson

-5 W’s
- Retell
- Silverwing
-Hibernaculum
-Migration
-Hibernation
-Bat
- Insolent
- Feeble
-Unfurled
- Lurching
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

-Silverwing by Kenneth Oppel

- Lined Paper
-Pencils
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 9:10-9:30 (Indicate time breakdown of instructional elements)
 Students will sit on the carpet
 Students will sit on the carpet  Students will give the teacher a quick synopsis of the
 The teacher will ask students to give a quick synopsis of previous chapters
what happened in the last chapters  Students will listen to the chapters
 The teacher will read chapter the next two chapters  Students will be asked to play close attention to different
 Students will be asked to think of one event that events that happen in the chapter
occurred in these chapters and how it can relate to the  Students will think about the event and how it connects
theme to the theme
 After the chapters have been read, the teacher will give  Students will explain to the 5 W’s to the teacher
a quick reminder on what the 5 W’s are  Students will look at a newspaper article example to get
 The teacher will show an example of a newspaper ideas for their own article
article  Students will go to their desks and start to write their
 Students will be asked to point out key ideas from the newspaper article
 example  Possible questions: Can we fake interview a character?
 Students will be sent to their desks to start writing their Can we include more than one character or event? Can
newspaper article we write about an event that happened in the previous
 Possible questions: What happened in these chapters? two chapters?
Did you see any connections to the theme? What are
the five W’s? How do we write a news story using the 5
W’s?
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 9:30-10:00 (Indicate time breakdown of instructional elements)
 The students will work at their desks
 The teacher will have the article example posted for
 The students will use the example as a reference for
students to use as reference
writing
 The teacher will circulate the classroom to answer any
 The students will include the 5 W’s in their writing
questions and assist in any way needed
 The students will connect the theme to the event they are
 The teacher will have an audio book playing for
writing about
students to remember key details.
 The students will have the teacher available to ask any
 The teacher will remind students to connect the theme
questions
to their article
 The students will read over their work to make sure they
included specific details and connections
 The students will have the audio book as a reference in
case they forget certain details
 Students can work in the library if they have difficulty
writing their article
 Students can ask other classmates for helping with their
writing if needed
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 10:00 – 10:10 (Indicate time breakdown of instructional elements)  Students will hand in their newspaper article to be peer
edited at another time
 Students will be asked to hand in their newspaper  Students will meet at the carpet
article for a separate peer editing class  Students will share details about their article and how it
 Students will be asked to sit back on the carpet connects to the theme
 The teacher will ask students to share little details  Students will be allowed to ask questions about other
about their article thus far student’s article and how they connected it to the theme
 The teacher will discuss how it can be difficult to  Students will learn about the next part of the lesson,
connect the theme sometimes, but there is usually a when students will peer review other articles
way to do so
 The teacher will explain the next part of the lesson,
where students will peer edit another classmate’s work
before the final draft

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will lead into two different directions, the first will be completing the peer edit class, where students will give feedback on
articles, and they will then complete their final draft. After this is complete, students will be put into guided reading groups where
they will finish the rest of the book and complete chapter summaries where they pick out key words and ideas.