Lesson Plan

Grade/Subject: 3/4 ELA Unit: Story Writing Lesson Duration: 70 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of lesson: The students will do a recap on their previous lessons pertaining to
story writing. Next, the students will transition into a class activity where they create a story
together using one word each time. This will test the class skill as a whole to work together to
create a story. Next, the students will be put into groups. In groups, they will be given mixed
up pictures that they will have to unscramble to create a progressive story that makes sense.
There are four altogether. Once this is finished, the students will transition back to their desks
to complete a graphic organizer about the book read to them last class, Decibella. Here they
will demonstrate their understanding of the different parts of a story, but also their ability to
recognize these parts when read. If there is time left, students will complete an exit slip.

General Learning Outcomes:

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Students will listen, speak, read, write, view and represent to manage ideas and information.

Specific Learning Outcomes:

1.1 Discover and Explore
Express ideas and develop understanding
3- connect prior knowledge and personal experiences with new ideas and information
in oral, print and other media texts
4- compare new ideas, information and experiences to prior knowledge and
experiences
Experiment with language and forms
3- choose appropriate forms of oral, print and other media texts for communicating
and sharing ideas with others
4- discuss and compare the ways similar topics are developed in different forms of
oral, print and other media texts
1.2 Clarify and Expand
Consider the ideas of others
3- ask for the ideas and observations of others to explore and clarify personal
understanding
4- identify other perspectives by exploring a variety of ideas, opinions, responses and
oral, print and other media texts
Combine ideas
3- experiment with arranging and recording ideas and information in a variety of ways
4- use talk, notes, personal writing and representing to record and reflect on ideas,
information and experiences
Extend understanding
3- ask questions to clarify information and ensure understanding
4- explore ways to find additional ideas and information to extend understanding
2.1 Use Strategies and Cues
Use prior knowledge
 3- share ideas developed through interests, experiences and discussion that are
related to new ideas and information
3- identify the different ways in which oral, print and other media texts, such as stories,
textbooks, letters, pictionaries and junior dictionaries, are organized, and use them to
construct and confirm meaning
4- use ideas and concepts, developed through personal interests, experiences and
discussion, to understand new ideas and information
4- explain how the organizational structure of oral, print and other media texts can
assist in constructing and confirming meaning
2.3 Understand Forms, Elements and Techniques
Understand techniques and elements
3- describe the main characters in terms of who they are, their actions in the story and
their relations with other characters
3- identify ways that messages are enhanced in oral, print and other media texts by
the use of specific techniques
4- identify how specific techniques are used to affect viewer perceptions in media texts
2.4 Create Original Text
Generate ideas
3- experiment with ways of generating and organizing ideas prior to creating oral, print
and other media texts
4- use a variety of strategies for generating and organizing ideas and experiences in
oral, print and other media texts
Structure Texts
3- add sufficient detail to oral, print and other media texts to tell about setting and
character, and to sustain plot
4- add sufficient detail to oral, print and other media texts to tell about setting and
character, and to sustain plot
3.1 Plan and Focus
Plan to gather information
3- contribute ideas for developing a class plan to access and gather ideas and
information
4- develop and follow a class plan for accessing and gathering ideas and information
5.1 Respect Others and Strengthen Community
Use language to show respect
3- demonstrate respect for the ideas, abilities and language use of others
5.2 Work Within a Group
Cooperate with others
3- work cooperatively with others in small groups on structured tasks identify others
who can
3- provide assistance, and seek their help in specific situations
4- take responsibility for collaborating with others to achieve group goals
4- ask for and provide information and assistance, as appropriate, for completing
individual and group tasks

LEARNING OBJECTIVES
Students will:
1. Develop a stronger understanding of how to emplace the beginning, middle, and end into a story
2. Arrange picture stories according to their prior knowledge of organization within story writing
3. Demonstrate and apply their understanding of basic story writing skills in a graphic organizer

Inquiry Question: Do I understand the process of a story to create a beginning, middle, and an end?

Guiding Questions: Where and when will the story take place? How will I include that? Who is in the
story? What problem occurs in the story? How does that problem get resolved?

ASSESSMENTS

Formative:
Observation/Anecdotal
Discussion
Mixed to Ordered Stories
Graphic Organizer

Summative:

LEARNING RESOURCES CONSULTED

Resource #1: http://www.katiekazoo.com/pdf/KK_FiveEssentialElements.pdf

Resource #2: https://www.teacherspayteachers.com/Product/Story-Writing-with-the-5-Ws-
546658

MATERIALS AND EQUIPMENT

* Paper
* Pencil
* Sheets
* Mixed stories

PROCEDURE

Introduction (5 min.):

Hook/Attention Grabber: Have the students guess the special words for the beginning, middle, and
end that were mentioned last class (they will need help to remember them) -Formative Assessment
Beginning: Characters and setting
Middle: Problem or conflict
End: Resolution/Resolved

Transition to Body: Ask the students how long do they think each part of the story should be
Example: Does the beginning take up over half of the story? (No). Does the ending start halfway
through? (No)
Correct answer: The beginning and end are shorter than the middle
Body (55 min.):

Learning Activity #1:

Have the students stand in a circle
The students will tell a story with a beginning, middle, and end using one word each
Example: Sam, Mary, Paul, and Michael are standing beside each other in a circle. Sam says
Once, Mary says Upon, Paul says A, and Michael says Time.
Remind the students to only use appropriate words
As a class, the goal is to try and see if the class can create a beginning, middle, and end
together
The students have to go around the circle at least once
Learning Activity #2:
Have the students sit back in their desks and explain the next activity
Students will be split up into groups- draw sticks
In their groups, they will be given mixed up picture stories in an envelope
Together, they have to match the stories up from beginning to end according to what the
pictures display -Formative Assessment
Once one story is finished, they can move on to the next one
o They are only allowed to move on one the whole group has decided it looks good to go

*If some students finish before others, have them rearrange the pictures in a different way to come up
with their own story. These may not make sense, but it gets the students thinking creatively*

Learning Activity #3:

Once students finish their stories, they will return to their desks if they moved around the
classroom with their groups
Students will be given a Graphic Organizer -Formative Assessment
They will write down the details from the story read to them, Decibella, from the previous class

Learning Activity #4:

If there is time left, have the students fill out an exit slip
Have them write on it, one thing they know about story writing, one thing they dont know about
story writing, and one thing they would like to learn about story writing

Closure (10 min.)

Consolidation/Assessment of Learning: Do any definitions or areas that were addressed in the lesson
need to be readdressed next class?
Have the students begin clean-up and agendas
Transition To Next Lesson: Continue to work on the productivity of story writing