Students create paragraphs using who, what, when, where and why as brainstormed through the use of a book as a scaffolding tool.

Linguistic: SWBAT create sentences that make use of appropriate syntax by using appropriate nouns, verbs and adjectives.  They will then make use of conjunctions, phrases and subordinate clauses in order to develop a cohesive paragraph.

Discoursal: SWBAT to identify and discuss elements of a Canadian winter; such as snow, cold weather and outdoor activities.  They will be able to relate this to their own experiences of Canadian winters or compare this to winters they had experienced in countries outside of Canada.

Sociocultural: SWBAT discuss how there are traditions in Canada during the winter months that differ from other countries.  They will be able to identify these traditions and compare them to traditions within their native country.

Strategic: SWBAT consult classroom books that focus on weather in Canada, for example “Canada Close Up: Snow and Ice: Canadian Winter Weather: Canadian Winter Weather” for word cues and general ideas.

Note*  Can be altered to work with any topic.

Hook:  Show students the book “Canada Close Up: Snow and Ice: Canadian Winter Weather: Canadian Winter Weather”.  Ask them what they think it could be about and then ask students questions about what they see during Canadian winters and things that they like to do. (3 minutes)

Development:

1. Complete a picture walk-through of “Canada Close Up: Snow and Ice: Canadian Winter Weather: Canadian Winter Weather”; identify main elements of winter including snow, cold weather, special clothing, etc.  (5 minutes)
2. Explain to students that they are going to be creating a paragraph that relates to Canadian winters.  Identify that within the paragraph they will need to develop the five W’s (who, what, when, where, why). Brainstorm ideas and supporting ideas and outline them within a graphic organizer identifying the who, what, when, where and why. (15 minutes)
3. Begin sentence construction on a piece of chart paper; as the focus is on the development of a cohesive paragraph the teacher should do the writing so that students can focus on development of ideas.  Begin with a sentence that focuses on the ‘who’ within the paragraph and continue through the other four W’s. (15-20 minutes)
4. After completing a draft of the paragraph read it aloud as a group slowly (allowing for time to process information presented).  Focus on the cohesion of the paragraph and ask the students the following questions
1. Do we have one main topic? What is it?
2. Have we discussed the who, what, when, where and why within our paragraph?
3. Do our sentences link together and tell a story?

(10 Minutes)

1. Correct any areas of weakness identified within the paragraph. (5 minutes)

Wrap-Up:

Have students share their paragraph with the class during the wrap-up time of the literacy-block.   This can be done by one student reading the paragraph, students taking turns reading the sentence or by the teacher reading the paragraph.  Classmates may choose to share what they liked about the paragraph with the students; reinforcing the effort put forth to create the paragraph. (2 minutes)

• Chart Paper
• Markers
• Canada Close Up: Snow and Ice: Canadian Winter Weather – ISBN 043995746X
• extra paper and writing supplies