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Bailey Cameron

Duclos Elementary

English Grade 2

Topic : Making

predications and

drawing conclusions

Lesson #: 1

Objectives: (Students will….) Resources:

Specific Outcome: 2.1 Use Strategies and Cues:

Students will be able to make a creative predication

about a story book judging it by its title and cover

image, present the predication in a skit, and then be

able to compare and contrast their predication of the

story to the actual story.

Robert Munsch Stories:

Thomas’ Snowsuit,

Something Good, Ribbon

Rescue, Mortimer,

Alligator Baby, Paperbag

Princess

Assessment

Use the holistic rubric to assess the student’s abilities

that pertain to the specific outcome. It looks at their

balance of creativity and relevance of their skit to the

story and their comparisons of the relationship

between their predictions of the story elements, and

drawing accurate and creative conclusions from the

image portrayed on the cover. They will be graded on

each part as exemplary, proficient, progressing, or not

there yet.

Intro: Time:

(Anticipatory Set, modeling) Have class sit in a U-shape and show them the

cover of the Paperbag Princess, as a class brainstorm what you think the

story is about, make a list. Ask questions using Bloom’s Taxonomy to

deepen their thinking. (Direct instruction)

Remembering: “Describe what it is you see”

Understanding: “Explain what you think the dragon is doing at the door”

Applying: “With what we know about dragons, what is the setting of the

story?”

Analyzing: “What happened immediately before this?”

Evaluating: “What could happen in this situation?”

15

min.

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Creating: “Plan out what will happen next.”

Then, read the story to the class. After ask them to compare and contrast

what they thought it was about, and what actually happened. Say things

like, “We thought she was a girl who lived on a farm, but she was actually

a….”, “We said that the dragon was her pet but….”

Activities: Time:

(Learning activity, interactive instruction) Split the class into groups of four

and assign each one a Robert Munsch book. (Instructional input) Explain to

the children they are to create a brief skit using the Bloom’s Taxonomy

questions to what they think the story will be about just by reading the title

and looking at the cover. They are to include all group members in the

skit. Remind them that after the skit they are to compare and contrast like

we did in the example. Give them a list of questions to ask themselves.

We thought he was a ______________________ but_______________

We thought he lived ________________________ but ______________

We thought that ____________________________ would happen, but

____________

15

min.

(Independent practice) Children get fifteen minutes to plan their skits using

the Bloom’s Taxonomy questions. (Guided practice) As they are doing so,

walk around to each group and ask questions such as, “What makes you

think this?” “What about the image makes you think this is what happens?”

Asking these things will help the children think deeper about their skit and

assumptions they are making, and it helps you to check for understanding.

15

min.

Children perform skits for the class.

After the skits they go back into their groups and together, taking turns,

switching readers each page, the children read their stories. After they read

their stories they complete their comparing and contrasting questions.

20

min.

25

min.

Conclusion: Time:

Thank students for the efforts and participation, congratulate them on their

skits and imaginations.

2

min.