LESSON PLAN

DATE: Wednesday, Week 3 SUBJET-Year: FLA/ELA 6th grade UNIT: Flood Classroom Exchange Outcomes from the Program of Studies :

TYPES OF EVALUATION:

Diagnostic

Formative

X Summative

EVALUATION TOOLS:

Anecdote Liste X Rubrique Projet Questionnement Quiz autre _______________

Les rsultats dapprentissage du Programme dtudes :

ELA
Specific Outcome 2.1.1 Use Strategies and Cues - Use prior knowledge apply knowledge of organizational structures of oral, print and other media texts to assist with constructing and confirming meaning Specific Outcome 2.2.1 Respond to Texts - Experience Various Texts make connections between own life and characters and ideas in oral, print and other media texts Specific Outcome 2.4.3 Create Original Text - Structure Texts determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts

FLA
Rsultat dApprentissage Spcifique C2 - tablir des liens entre ses expriences personnelles et certains lments de lhistoire tels les personnages, leurs actions et le cadre Rsultat dApprentissage Spcifique P1 - rdiger un texte dans lequel il exprime ses sentiments, ses intrts et ses opinions et en donne les raisons Rsultat dApprentissage Spcifique P3 - vrifier la construction des phrases interrogatives, impratives et Exclamatives

Lesson Objectives The student will be able to apply previous knowledge of letterwriting to writing an email to another student. The student will be able to make connections between his/her own experiences and the experiences of his/her student partner. The student will be able to address his/her partner student in an appropriate manner about the subject matter.
Essential Question or Big Idea (Hook):

How do you talk to someone who has gone through a similar experience to you? Why is empathy an important skill in communicating with others? How does your writing change depending on your audience?

ACCOMMODATIONS:

less work X work with a partner X visual aids more time X a scribe X technology use a timer different modes of responses X teacher as a resource others __template for struggling students, scribe for ELL or struggling french students _________________________ MULTIPLE INTELLIGENCES: X Spatial/Visual X Linguistic/Verbal Musical X Intra-personal X Interpersonal Logic/ Math Kinesthetic Naturalist
Prior Experiences: We have already written an introductory email as an entire class to our partner school in Colorado. They have done the same, and then each individual student was paired with a single student in Colorado and sent an email to that student explaining their experience during the flood and asking about the experience of their partner student. The Colorado student has replied to the email, explaining their experience to the student in Calgary. Students are already capable of comparisons between two like experiences or texts. Students have experience in basic letter-writing.

PART 1
Time Introduction: (explain objective, activate prior knowledge, engage the students) 20 mins The objective of this lesson is to reply to a letter written by their partner student in Colorado. Remind students of what has been completed already with regards to communication with partner student and partner class. How do you respond to the experiences of others? How can we be sensitive in responding to others writing in an appropriate manner? MATERIALS /RESOURCES:

Time 30 mins

PART 2
Body of the lesson: Modelling, explanation of tasks, guided practice, independent practice, assuring comprehension : We have already written a letter as a whole class to our partner class, and the students have each individually written a letter to their individual partner student. Teacher should have an example ready of an empathetic reply to a difficult experience. Here are some examples of phrases that show that you understand what your partner student is going through. Relate their experiences to things you have experienced. Ex. I know how you feel. I had the same thing happen to me. Guided Practice: Work together, with input of the class, to respond to key phrases in an empathetic manner. What would we say to someone who has _____? Correct responses and clarify parts that arent clear. Indpendent Practice : Students can share ideas with a partner for how to respond to their email. Students will write a letter, using all components of letter-writing taught in class already, to respond to letter. Templates will be available for students who need -sample letter in reply -written examples of responses to key phrases -computer lab to type letter responses -templates for students who need them

extra help. Ensure comprehension : All emails will be submitted to teacher for quick overview before being sent, to ensure sensitivity. Teacher will circulate during writing period, answering questions and providing feedback to students.

Time

PART 3
Conclusion: Finalize the discussion, and guided conclusion. Respond to the essential question and transition to the next lesson.

10 mins What did you talk about in your letter? Share with the class some of the contents of our letters, connect to experiences of other students in the class as well as students in the Colorado classroom. Perhaps review what was written in the letter from Colorado. What was similar about your experience and that of your student partner? Return to essential questions: How did your writing change based on who you were writing to? Why was it important to be empathetic? Transition to the next lesson: Be ready with questions for your student partner, as we will be skyping with the entire class in the following ELA/FLA lesson. EVALUATION : Emails will be submitted to the teacher, after a preliminary check for appropriateness, will be sent to partner classroom. Separately, they will be evaluated for content, grammar, organization, structure, clarity, appropriate use of language. This evaluation will be summative, as students letters previously were evaluated formatively so students ideally know how to improve for this activity.