Scribd
Upload
129 views

TLCP 2012 Grade 1 C 3

Guy BROWN TLCP Cycle: ___3_ Date: May 2012 SUCCESS CRITERIA: (what students need to show to be successful) re-read "the Balloon tree" and discuss most important events. Students will complete speech bubble organizer describing what Princess Leora was saying.

Uploaded by

api-132382931
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
129 views

TLCP 2012 Grade 1 C 3

Guy BROWN TLCP Cycle: ___3_ Date: May 2012 SUCCESS CRITERIA: (what students need to show to be successful) re-read "the Balloon tree" and discuss most important events. Students will complete speech bubble organizer describing what Princess Leora was saying.

Uploaded by

api-132382931
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Grade(s):____1____ Teacher(s): S.

Stryzko

CURRICULUM EXPECTATIONS:
Reading: 1.7 Analysing Texts 1.9 Point of View 2.1 Text Forms Writing: 2.5 Point of View 2.2 Voice Oral: 1.8 Point of View 2.5 Vocal Skills and Strategies Media: 3.1 Purpose and Audience Supplemental Expectations: Drama: Performance

GUY BROWN TLCP


Cycle: ___3_ Date: May 2012

SUCCESS CRITERIA:

WE WILL:

(What students need to show to be successful)

Big Idea: We Respect Each Others Choices

Mini-Lessons: 1.

Revisit diagnostic task. Re-read The Balloon Tree and discuss the most impor-

tant events in the beginning, middle and end. As a class, we complete the speech bubble organizer describing what Princess Leora was saying during these events. Afterwards, we co-create a success checklist for the diagnostic task. Using sticky notes and the anchor charts, students rate their work according to what they did well and what they need to improve upon for next time. Using this information, they fix their work on a new graphic organizer and it is stapled with their first copy and posted on the Bump-it-Up Wall.

Discuss how characters feel in stories Talk about a characters point of view or voice Discuss character choices Talk about how there can be more than one solution to a story Look at what makes a fairytale a fairytale Plan and write our own fairytale using a story map and the writing process Present our story using props

ASSESSMENT
Diagnostic Task:
Students will be read the story

2. 3.

Lesson on character feelings and choice. Together as a class, we will brain-

(for learning) The Balloon Tree and will be asked to complete a graphic organizer requiring them to use speech bubbles to tell what the main character was saying during the most important parts during the beginning, middle and end of the story.

storm different emotions and write them on sticky notes. Sylvester and the Magic Pebble will be read to the class. After reading, students will discuss how various characters felt in the story during different situations and why. They will also talk about what Sylvesters main choice was, how it affected the story and what would have happened if Sylvesters choice was different. Lesson on character point of view. Prior to the lesson, students will discuss the

CLASSROOM STRATEGIESHow will you teach it/Resources:


Modeled: Anchor charts, various oral texts

Formative Task:

Through whole group and small

(as and for learning) group work, students will study various fairytales and will be required to complete activities involving written and oral work regarding character voice, choice, point of view, and feelings.

definition of a characters voice or point of view. Afterwards, they will be shown a large picture illustrating numerous fairytale characters in their individual settings from Nelson Literacy. We will create a list of the characters and their matching settings. In reading groups, students will choose a character from the list and will place that character into a different story setting and will write a short fairytale from that character`s point of view, being sure to note how the main character is feeling throughout the story. Students will use a modeled story exemplar to assist them in writing. Completed Level 3 and 4 point of view stories will be posted on the Bump-it-Up Wall along with the anchor chart explaining point of view so students have these stories for future reference.

(fairytales), Venn Diagrams to compare stories


Shared: Co-created anchor charts of story

4.

maps, speech bubble activities

Culminating Task: Students will review all the information provided for them in

Culminating Task:

Students will write a short

(of learning and for) fairytale written from the voice

(point of view) of the main character. They must use the writing process to complete their story. They will also be asked to present their story to the class using props and costumes.

regards to what makes a fairytale a fairytale (using anchor charts and the Bump-itUp Wall) and as a class will make a success checklist for successfully writing a fairytale from the point of view (voice) of one character. Students will then get into groups and handed a level 2, 3 and 4 of the type of fairytale that is expected of them. They will use sticky notes to describe what was done well and what needs improvement when comparing the example to the success checklist. They will mark the stories a Level 2, 3 and 4. We will come back to the carpet and talk about why they marked them the way they did. These examples will then be posted on the Bump-it-Up Wall to assist them in their own writing. Students will begin their stories using the writing process.

Guided: Nelson Literacy (Long Ago and Far

Away), Momentum Book Bags

Independent Practice: Individual balanced liter-

5.

During the writing of the culminating task, students will continue to reflect

acy activities (writers workshop), at-home fairytale project

and discuss how story elements, character point of view, choice and feelings in fairytale texts read aloud in class relate them to the creation of their own stories. Students will create an image of the main character in their fairytale using Kid Pix in the computer lab. They will also create a movie poster advertising their story for use during their oral presentation.

You might also like