Lesson Planning Sample

Lesson Plan Title: 100 days of Learning Patchwork Quilt                                                                  

Date: Feb 12^th, 2020

Subject:  ELA                                                   Grade:  1

Topic:  Compose and Create                         Essential Question: How can we use writing to convey meaning?

Materials: Multi coloured construction paper (cut into small 3inx3in squares), large white paper (3ftx3ft), glue, pencil, crayons, book- Shota and the Star Quilt by Christine Fowler and Margaret Bateson-Hill

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do? Students will be able to share stories by writing one sentence on 8 separate squares of paper reflecting what they have learned in the last 100 days of grade 1. Students need to know sentence structure (capitals, periods, spaces) and be able to use their sight words and phonemic awareness to create legible sentences. Students will also need to use recall to think of what information they want to share in their sentences.   Broad Areas of Learning: Students will gain a better sense of self through the reflection of their learnings over the past 100 days. As well they will gain a sense of community and place from having a piece of each students learning used to co-create work that represents our classroom and is hung in our class.   Cross-Curricular Competencies: Students will develop thinking through the reflection of their learning and the work they put into writing their good sentences. Students will also develop identity and interdependence through the development of their personal learning achievements.  This activity helps students to develop their English literacy and phonemic awareness as well.     Outcomes: CC 1.4: Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences.   PGP Goals: 3.2 demonstrates the ability to utilize meaningful, equitable and holistic approaches to assessment and evaluation; 4.2 demonstrates the ability to incorporate First Nations, Métis and Inuit knowledge, content and perspectives into all teaching areas; 2.6 demonstrates ability to use technologies readily, strategically and appropriately;

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.                Students will be assessed prior to reading our book through questions about what a quilt is, what types of quilts are there, and what the meaning behind quilting is. Before the writing process students will be asked to reflect on what makes a good sentence. During the lesson students will be assessed by walking around and asking students to communicate the ideas they are wanting to write down.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.   Students will be assessed after the lesson by the final sentences they create which will be written on the construction paper squares. Assessment will be based on the length of sentences, the use of capitals and punctuation, and the phonetic spelling of words. Additionally, the amount of sentences they write and word choice will be looked at from their final writings that are posted on the quilt.

Stage 3- Learning Plan   Motivational/Anticipatory Set (introducing topic while engaging the students) (15 Min) I will begin by asking students if they know what the word quilt means. I will ask for some examples they may know of and why quilts are important. Next, I will show the book we are going to read, Shota and the Star Quilt (Fowler, C. and Bateson-Hill, M. 1998). We will look at the cover and make predictions about what this book may be about and what a star quilt is. I will then speak about the background of star quilts as being a traditional Lakota making. Explaining that star quilts are special to Lakota people and ask students to focus on the elements of the story which reflect why the star is so important in this quilt.       Main Procedures/Strategies: (35 Min)   After the story is read, and I have had the opportunity to reflect on the importance of the star quilt to the Lakota, the story behind it, and the work put into it. I will then turn to the page where the book explained the patchwork that was added to the quilt. I will tell the students we are going to be making a patchwork quilt as a class. This quilt is going to reflect our classroom just as the star quilt reflects something very important to Lakota people. I will say: “Since today is 100 day, we will be making a quilt to represent what we have learned in the last 100 days. I have these squares which we will use to make up our quilt. You will get to choose 8 of which ever colours you like. On each card you will write one thing you have learned over the year. This can be anything from something in the class, in science, math, English, gym or something about the classroom, playground, your friends. What do we need to remember when making our sentences? (capitals, periods, proper letters, horizontal writing starting on the left side). What do we do if we don’t know how to spell a word? (sound it out, look at our word wall, ask a friend, ask a teacher once you have done the others). {I will model the process by taking a square, writing something I’ve learned since I’ve been in Grade 1 using proper sentence format}. The coloured cards are on the back table, we will line up in a line, please grab 8 of them and you can begin.” I will walk around and talk with students as they are writing down about what they are writing. As students finish their cards, they can bring them up to the front table where I will help the students glue them on our large construction paper. The cards will be placed in rows of 10, to create a 10×10 quilt for our 100 things we have learned.       Adaptations/Differentiation: If students are struggling with writing what they have learned will have the option to depict through drawing on a few of the cards instead. Further help with prompts will be provided when needed Help for students gluing on cards will be given if needed I had the paper squares cut out before hand, though the students could be asked to measure the given squares, draw and cut them out.     Closing of lesson: (5 Min) The lesson will close once all students have finished writing or drawing on all of their cards and have glued them on. The final quilt will be hung on the bulletin board. Once hung I will invite students to come around the quilt and admire what we created. Students will have the option to share what they wrote if they choose.