Sample Cycle 3 English Language Arts Lesson


  1. Watch the  Ezra Jack Keats movie 
  2. Go to Flipgrid and respond to the Ezra Jack Keats question. 
  3. Respond with a comment to someone else’s post.

Ezra Jack Keats wrote stories about experiences that many kids go through. What experiences have you and your friends gone through? Talk about it.  Include the following activity

Make a collage of yourself from some of the following materials: paper, crayons, markers, ribbon, newspaper, glitter, paper clips, photographs, stickers, magazine pictures, dried plants, cloth, pencil shavings, buttons, wrapping. Experiment with layers to show which things happened recently and which are in the past.  Try to connect each picture of material to something or someone special in your family. You can ask other family members for ideas. 

Competency: To use language to communicate and learn

End of Cycle Outcomes Uses language/talk as a means of exploring, expressing and developing thoughts, feelings and imagination – Experiments with and adapts linguistic features when communicating in specific contexts for a familiar audience – Develops language strategies to support communication in collaborative tasks

Competency: To present literacy in different media

End of Cycle Outcomes Produces familiar and age-appropriate media texts collaboratively with peers, for a familiar audience

Progression of Learning Goals  – Report  should indicate if working with support or independently 


Uses consistent verb tenses and correct pronoun references

Selects words that convey the intended meaning and create a picture in the reader’s mind

Uses literal and figurative language in a variety of ways (e.g. imitating, creating new words, rhyming)

Uses and interprets the visual element of colour (e.g. dark reds and blacks in a picture book to show anger or fear)

Uses and interprets the visual element of colour (e.g. dark reds and blacks in a picture book to show anger or fear)

Understands the purpose of reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).

Uses knowledge of the genre/text type to be viewed/read: immersion into models of the text type to determine important structures and features of the text type, and how these contribute to meaning in the text (e.g. understands the structure and features of familiar text types such as main character, the sequence of events in narratives [stories]; visual features in information-based texts)

Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)

Makes explicit connections between own personal experiences and story experiences

Applies knowledge of cueing systems to construct meaning

Constructs a personal response to the text (i.e. constructs meaning)

Uses details and evidence in the text to infer meaning(s)

Integrates new information with what is already known to construct meaning

Uses other readers’ interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)

Understands that all spoken, written and media texts are constructed by people to appeal to a specific or target audience

Determines the specific or target audience by selecting details from the text

Selects layout and highlights relevant structures and features to enhance the presentation

Feedback: seeks and provides throughout all stages of the writing process  

Understands the purpose for the production (e.g. to sell something, to influence the way people think, to give information, to entertain)

Uses prior knowledge of media text type from experiences with similar texts, immersion into text 

Uses images and/or print and/or sound to produce a familiar media text 

Presents text to the intended audience

Evaluates the effectiveness of the text given audience and purpose

Images (photo or drawing) to respond to the reader’s expectations and/or needs (e.g. the illustration on a thank-you note or invitation) 

Characterization of the main character – clothing, physical attributes, wings, exaggerated or invented facial features, speech bubbles

Use of images to extend a story and provide details


Uses and interprets the visual element of perspective in illustrations or drawings (e.g. to connote a viewpoint, as in a faded, distant image that evokes a memory)

Visuals that convey information and/or ideas, such as timelines, graphs, graphics in comic books 

Identifies and locates information about who wrote the text (i.e. its writer/producer) and why (i.e. the purpose) 

Examines how the message attracts and holds the reader’s/viewer’s attention 

Distinguishes fact from opinion, and real from imaginary 

Considers who/what has been left out of the text and why this might be 

Identifies some of the ways that the author/producer has tried to influence the reader/audience

Reviews images, records narration, adds titles or text, adds transitions, depending on the production and its message/meaning 

Edits, depending on technology resources 

Considers feedback from peers and others

Memoir in a variety of text types

Use of colour to suggest emotion, to create mood, etc. 

Summary of events, observations, impressions to highlight what is most important 

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