Monsters Unit and Lesson Plan- Alice Bishop

LESSON PLAN OUTLINE

LEARNING AREA: English

MODE: Written Language

LANGUAGE/LITERACY STRAND: Creating

Text/Language for Interaction
YEAR: 5

TIME: 2 x30 min

AIM: ACELA1512, ACELY1704

LESSON TOPIC: Monsters, general discussion and brainstorming about Monsters in aim to support
creating an Imaginative story at a later date

UNIT/LESSON OUTCOMES:
That students will have:

Developed and planned a monster independently

Created a Mind Map including: Problems, resolutions and characters
Explored and used descriptive language
For students to practise and gain confidence in talking amongst class members
Listen to and understand other students ideas and perspectives

REFERENCES & RESOURCES:

Students prior knowledge of monsters in fiction

Monster powerpoint slide- examples of monsters and fact files
Discussion of monster: What is a monster? Where could you find one? Are they only in
fiction? Why not take a different perspective- can you think of other kinds of monsters?
Mini-beasts, monster of a being (huge animals), personality, monster truck. How might a
monster make you feel if confronted with one? Classic monsters: Vampire, Frankensteins
monster, mummies, zombies, Godzilla, dragons, werewolves. Modern monsters: The Hulk,
Shrek, Mike and Sully, The Muppets, Pokemon, minions from despicable me

Fact File: Monster Name, Physical features (head, eyes , hair, arms, body, mouth, teeth,
nose, eyes), size, personality traits, Hobbies/Habits, Family/Friends

STUDENT ASSESSMENT:

Students to comment on use of drawing and mind map for use of creating imaginative story
Observe that all students are participating/letting others be heard
Question: If you could create another monster and story how would they differ
Comment on their own story, identifying a positive quality of own work and an area that
could be worked on

SELF ASSESSMENT:

Did I introduce and explain the task correctly/appropriately?

Did the lesson flow smoothly?
Did the lesson achieve the lesson outcomes?
Were students able to freely express their narratives?
Were students engaged with the lesson?
What would I do differently next time?
How could I improve the lesson?

TEACHING PROCEDURE:
TIME

STEPS
1.

INTRODUCTION- Monsters
Introduce the concept of Monsters and deconstruct
Model a range of monsters from different texts

2.

GUIDED DISCOVERY (examples/information)

Students to give examples of character possibilities

5 mins

15 mins

RESOURCES/COMMENTS
Slideshow

WB- brainstorming
Thesaurus

3.

10 mins

Discuss and brainstorm

Students may like to use a Thesaurus to find
alternate words i.e. rotten instead of bad.
Students can then use these words in their own
narrative

EXPLORATION (group/individual)
Introduce the activity:

lesson one: in their draft books plan a monster using

the fact file as a starting point, students may use a
mind map also Students are to draw their monster
and create a fact file

Lesson two: once monster drafts have been finished

students are to use a mind map to develop a
problem, resolution and other characters.

Observe and support those who may have difficulty

joining in or beginning their draftstory

20?

5 mins

4.

CONCLUSION (share/reflect)
Students are to share their monster ideas with their
partner

Ask for feedback on the activity

Problem/What happened:

Characters/Who was there:

Title of Story and Author:

Solution/How was the problem

solved:
Setting/When and where does the
story take place:

LESSON PLAN OUTLINE

LEARNING AREA: English-Monsters

MODE: Written

LANGUAGE/LITERACY STRAND: Creating

Literature/Text Structure and Organisation

YEAR: 5

LESSON TOPIC: Narrative Structure, Little Red Riding Hood and Cinderella

AIM: ACELA 1504, ACELT 1612

LESSON OUTCOMES:
That students will have:

Gained an understanding of the 5 parts of the narrative structure

Explored text organisation
practised and gained confidence planning stage of writing
Completed a text structure pro forma for their monster stories

REFERENCES & RESOURCES:

Little Red Riding Hood and Cinderella stories

Slide Show
Pro Forma

STUDENT ASSESSMENT:

Students to comment on narrative structure

Observe that all students are participating in their pairs
Question:

TIME: 35 min

Completed Pro Forma

SELF ASSESSMENT:

Did I introduce and explain the task correctly/appropriately?

Did the lesson flow smoothly?
Did the lesson achieve the lesson outcomes?
Were students able to freely express their narratives?
Were students engaged with the lesson?
What would I do differently next time?
How could I improve the lesson?

TEACHING PROCEDURE:
TIME

STEPS
5.

INTRODUCTION- Narrative Structure

Introduce the concept of narrative structure

RESOURCES/COMMENTS
Slide Show

5 mins

6.

Model 5 parts: orientation, dilemma, minor

resolution, dilemma, resolution, (moral)
Ask:

GUIDED DISCOVERY (examples/information)

Students to take LRRH and Cinderella stories and
organise them into a coherent and appropriate
narrative structure. Check with alternate pair first.

10 mins

7.

Fairytale structures

EXPLORATION (group/individual)
Introduce the activity: now having an understating of
narrative structure complete the Monster pro forma

When finished find a another student to share

structure with to make sure it is appropriate.

Observe and support those who may have difficulty

joining in or beginning the narrative structure

15 mins

8.

Discuss and brainstorm:

CONCLUSION (share/reflect)
The class comes back as a whole group

Timer- pairs will use egg

timers to time their stories
to ensure they meet the
time requirement.

Ask for feedback on the activity

Thesaurus

5 mins

Little Red Riding Hood sets out for Introduction

grandmas house.
Little Red Riding Hood meets the
Wolf.

Build Up

Wolf leaves Little Red Riding

Hood and races ahead to
grandmas house.

Build Up 2

Wolf eats grandma/ Wolf locks up Problem

grandma. Wolf tricks Little Red
Riding Hood.

Woodcutter saves Little Red

Riding Hood.

Resolution

Children should not talk to

strangers.

Conclusion/Moral

Cinderella has to do Introduction

all the chores for her
step-mother and
step-sisters.
Cinderella is unhappy.
Cinderella wants to
Build Up
go to the ball but is
not allowed.
A Fairy Godmother
Build Up 2
appears and with a
flick of her wand
Cinderella is able to
go to the ball.
Cinderella must leave Complication
the ball before
midnight. The Prince
does not get a chance
to ask her name.

The glass slipper fits.

Resolution

Cinderella and the

Prince get married
and live happily ever
after.

Conclusion

Story Synopsis
Describe the beginning of your story.
Introduce your characters.
Where are they going and what are they doing?

What happens in the middle of your story?

How does the story build up?

What is the dilemma or problem?

How will you lead the story to the solution?

Outline the conclusion. How does your story end?

How is the problem solved?

What is the conclusion?

Does it end well for your main character?

How does your character feel after the events of the story?

My Monster Checklist:

My Monster Checklist:

Does your monster have a name?

Does your monster have a name?

What kind of monster do you want to create?

A vampire, were-creature, alien, zombie or a
complete new creation of your own?

What kind of monster do you want to create?

A vampire, were-creature, alien, zombie or a
complete new creation of your own?

A place to live: create a habitat. Maybe your

monster lives in a dark cave? In a jungle? Under
the bed?

A place to live: create a habitat. Maybe your

monster lives in a dark cave? In a jungle? Under
the bed?

Appearance/physical characteristics: describe

what your monster looks like. The possibilities
are endless.

Appearance/physical characteristics: describe

what your monster looks like. The possibilities
are endless.

Personality/traits: describe their personality,

their likes and dislikes, what they do for fun.

Personality/traits: describe their personality,

their likes and dislikes, what they do for fun.

Friends and enemies: think of a trusty sidekick

or a terrible foe for your monster

Friends and enemies: think of a trusty sidekick

or a terrible foe for your monster

My Monster Checklist:

Does your monster have a name?

What kind of monster do you want to create?
A vampire, were-creature, alien, zombie or a
complete new creation of your own?
A place to live: create a habitat. Maybe your
monster lives in a dark cave? In a jungle? Under
the bed?
Appearance/physical characteristics: describe
what your monster looks like. The possibilities
are endless.
Personality/traits: describe their personality,
their likes and dislikes, what they do for fun.
Friends and enemies: think of a trusty sidekick
or a terrible foe for your monster?

My Monster Checklist:
Does your monster have a name?
What kind of monster do you want to create?
A vampire, were-creature, alien, zombie or a
complete new creation of your own?
A place to live: create a habitat. Maybe your
monster lives in a dark cave? In a jungle? Under
the bed?
Appearance/physical characteristics: describe
what your monster looks like. The possibilities
are endless.
Personality/traits: describe their personality,
their likes and dislikes, what they do for fun.
Friends and enemies: think of a trusty sidekick
or a terrible foe for your monster?