LESSON PLAN TEMPLATE: A ED 3501 2012

Lesson Plan
Grade/Subject: Grade 1/LA __________ Unit: Owl Moon_______________ Lesson Duration: 30 min_____

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Outcome 2: Student will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts
Outcome 3: Students will listen, speak, read, write, view and represent to manage
ideas and information
Specific Learning Outcomes:
2.1: Identify the main idea or topic of simple narrative and expository texts
2.2: Participate in shared listening, reading and viewing experiences, using oral, print, and other media texts
2.2: Illustrate and enact stories, rhymes and songs.
3.4 Answer questions directly related to texts.
LEARNING OBJECTIVES
Students will:
1. Be able to identify the main plot of Owl Moon
2. Be able to construct meaning of Owling and translate it into a picture
3. Be able to know that Owling is looking for owls
ASSESSMENTS
Observations: Key Questions:
Their drawings should give an What is owling?
example of looking for owls How do you find owls?
Can they answer questions about Where do owls live?
needing to be quiet, where do you What time of day do you go owling?
look for owls and what time of day did
they go?
Written/Performance Assessments:
The picture of owling and looking for owls
LEARNING RESOURCES CONSULTED
Resource #1: Self Made worksheet based off Mrs. Bremmer’s Class
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
* Worksheet
*Owl Moon Book
*

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Yesterday we read the book Owl Moon. Can anyone tell me what it was about? What did the
main characters in the story do? What is owling? What were they looking for? What do you need to go owling?
Assessment of Prior Knowledge: How much information they were able to recall about the story? Were they able to
understand what Owling is and what it entails? This will determine how much I need to explain after the passage from
the book
Expectations for Learning and Behaviour: Be active participants in the discussion. Know what owling is and how to
describe it. Come up with ideas on what it looks like.
Advance Organizer/Agenda:
Transition to Body: Today we are going to read a section of the book from Owl Moon. You need to pay careful
attention to what is going on in the book as we will need the information later.
Body (20__min.):
Learning Activity #1: Read Owl Moon to the students. Ask them after the cold section how they might want to dress
for owling. After the brave section, ask them why they need to be brave. When it comes to calling the owl and
seeing the owl, ask them what they did to attract the owl, and did they make any other noise besides the hooting?
Assessments/Differentiation: N/A
Learning Activity #2: Once done reading the story, run them through the process of going owling. When did they
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LESSON PLAN TEMPLATE: A ED 3501 2012
go? What was the weather like? Where did they find the owl? Was it light or dark out? How did they get the owl’s
attention?
Bring up the worksheet and tell students to put their name on their worksheet. Tell them they are going to draw a
picture of what it looks like to go owling in the first box. Ask them what it might look like to show that they are
quiet? Ask them what it might look like to show nighttime? How might I show that it took place in the forest? What
can I add to my drawing? The second box, they will draw a picture of what they are looking for. What do you look
for when you go owling? Ask students how big their drawing should be relative to the size of the box. Ask them if
they should colour their drawing.
Assessments/Differentiation: Pay attention to Gor and Nicolas as they do the assignment make sure they know what they are
supposed to draw in each box. Walk around to make sure they are on task as well.
Learning Activity #3:
Assessments/Differentiation:
Closure (5__min.):
Consolidation/Assessment of Learning: Bring them back to the carpet and have a few people share their drawings.
Ask them what they think it means to go owling. Point out a couple of things they have drawn to highlight that you
need to be quiet, it was at night. Etc…
Feedback from Students: Their drawing will have evidence that they understood what it meant to go owling and what
happens.
Feedback to Students: Praise their work for showing what it looks like to go owling. And for filling up the space and
colouring neatly.
Transition to Next Lesson: Thank them for their work and move onto religion.

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LESSON PLAN TEMPLATE: A ED 3501 2012