Unit: Writer’s Workshop 14/12/2020, 30 minutes

Outcome(s) of Lesson (Outcome number and description verbatim from POS) :

General Outcome 2: Comprehend and respond personally and critically to oral, print and other media texts
2.4 Create Original Text:
 Generate and contribute ideas for individual or group oral, print and other media texts

General Outcome 4: Enhance the clarity and artistry of communication

4.2 Attend to Conventions:
 Write simple statements, demonstrating awareness of capital letters and periods
How will I know students have achieved the learning outcome(s)? Be specific.

 Students contribute to class discussion ideas about what Santa can do, and these ideas are related and on topic
 Students include these ideas in their sentences and writing is clearly related to topic
 Students write complete sentences with correct punctuation, such as a capital letter at the beginning of the sentence and a period at the end
 Students demonstrate they understand where punctuation goes and indicate they have remembered to include it by circling capital letter and period in
each sentence

Hook:

Start discussion by asking students to think about who comes to visit them at Christmas time. What are some things they think about when
they think of Santa?

Learning Opportunities:

Time Learning Opportunity How do I check that students

understand the instructions?

Ask students how many sentences they

need to write (3)
30 “Santa Can” Sentences

Mins
Ask students what each of their
1. Students will write 3 sentences about what Santa can do at Christmas time.
sentence needs to start with (Santa
o Discuss with students a few things that Santa does, such as:
can…)
 Delivers presents
 Eats cookies
 Reads letters
Have students tell me what they need
 Makes toys
to circle in each of their sentences
 Fly a sleigh

2. Explain to students they need to write 3 sentences about the things that Santa can
do.
o Explain that their sentences need to start with “Santa can…” and then end
with what Santa can do.
o Write example on the board to help them start, such as “Santa can eat
cookies.” Materials Needed
o Tell them they need to write 2 more “Santa can….” Sentences
o Tell them to think about the things we discussed about Santa doing to help
them think of ideas Writing journals
o Remind students to use the whole line before moving on to the next line
when writing sentences
o Go over what is needed at beginning and end of sentence (capital letter and Crayons to colour pictures with
period)
o Assessment: have students circle capital letter and period to show they have
been included in each sentence Early Bird books for students that finish
early
3. When they are finished, students will draw a picture about their 3 sentences
o Tell students to add lots of detail to their picture
o Make sure they add a background and draw the things that Santa can do

4. After completing their drawing, they can colour their picture

o Their picture should be coloured neatly and with lots of the details coloured

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)

Work in their Christmas Early Bird book

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning/Developing: May need assistance, or work in group with developing students. Use white Kendall – may work in separate
board to write down ideas they can reference. Pick 3 ideas to write about and have students write room with Mrs. Ford on different
activity. Use incentive chart to help
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Unit: Writer’s Workshop 14/12/2020, 30 minutes

the same sentences as a group. Help with writing and sounding out words. keep focus

Achieving: As per above lesson Jaxton – may need gum to help

focus, take for movement break if
needed. Incentive: wiggle car break
Extending/Enriching: Could try writing a 4th sentence that follows the same structure as their other
with Mrs. George – he must finish
3
work to get wiggle car break.

Ian – reminders to work slow and

write his sentences neatly

William – use timer if he is working

too slow, is off task. May need
teacher’s aid to help keep focused

CLOSURE:

Ask students who would like to read their sentences out loud to put their hand up and share some students’ writing with the class

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)

Cooperative Learning
Strategies used

Movement Breaks Do stretches or play Simon Says

Learning Activity Verbal-linguistic, visual

Types

Higher Order Students use own ideas or ideas discussed in class to compose original sentences (Creating)
Question(s)
Students assess own writing by checking if they have included necessary punctuation for each sentence (Evaluating)

Sentences are shared with class at the end (Applying)

Reflection and Revisions:

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