Greta Thunberg – Reading Lesson Plan Reflection

Greta Thunberg – Reading Lesson Plan Reflection

For LLED 350 we had to design a reading lesson plan that related to critical and multiliteracies, and that used the Connect/Transform/Personalize/Reflect lesson sequence. My group, with Lomish, Arvinder, and Mandip, decided to create a lesson about Greta Thunberg and to create a cross-curricular lesson plan that included both Social Studies and English Language Arts Big Ideas.

We had ideas for content we’d like to teach: literary devices and literary elements, which includes symbolism, metaphors, setting, mood, etc. We remembered Leyton’s advice to keep it simple, so we narrowed it down to symbolism.

We started off with that goal in mind: how do we help our students understand what symbolism is and how it works to create meaning in text?

We wanted to focus on global citizenry, which is an important part of the Socials curriculum, so we found an article about Greta Thunberg that had a lot of symbolism in the first paragraph, so that we could link the socials with the ELA.

Next we designed a lesson plan using the Connect/Transform/Personalize/Reflect sequence. Our lesson gave students many avenues to show their learning, including whole-class think alouds and mind-mapping, but also group work, and individual work. There was flexibility in the type of activity the students could do at the end to assess their learning.

My noticings/wonderings:

  • I noticed that it was difficult to choose a topic and then match a text to the topic.
  • I wonder how I would do this next time? Would I choose the text first and then choose the Big Ideas that I want to explore based on the text features?
  • I noticed that the text we selected was perhaps above grade level.
  • I wonder if my students will be able to read that much text. In the end, I did abridge the TIMES article quite a bit. However, I do wonder if it will be too long for my students?
  • I notice that neither our lesson or our final assessment activity concretely addressed students who might be lower literacy, or students with exceptionalities.
  • I wonder how I can ensure that students with lower levels of literacy or exceptionalities will be engaged in the lesson.

Here is our final lesson plan

Lesson Planning Instructions

Activity Objectives:

  • Apply BC English Language Arts Curriculum frameworks to the design of a reading lesson
  • Understand the reasons for structuring a reading lesson (before, during and after; assessment)
  • Understand the relationship between text selection and learning objectives
  • Articulate the concrete decisions we made related to multiliteraciescritical literacies, equity and inclusion in planning for instruction
  • After Practicum:
    • Practice implementing the lesson with peers and then with students, if possible
    • Debrief classroom implementation of reading lesson
  • Reflection: Describe your process and explain how your design choices relate to the critical concepts from this course (e.g., multiliteracies, critical literacies, multimodality, multilingualism, equity/justice in literacy teaching).
    • Note: The tasks are a chance to “show” what you know about teaching language arts, while the reflection is a chance to “tell” about your thinking. As a teacher, you will want to offer your students chances to both show and tell.

Additional Resources

The following Templates are provided for you to use when constructing your lesson sequence. Be sure to reflect on the example performed in Tuesday’s class (Taco Lesson).