Lesson Plan

Cycle Level:
Cycle 1, Year 2
Cycle 2, Year 1

By the end of this lesson, the students will be able to:

Inquiry:
How do we tell a good story?
Group Size:

Date: Nov. 3rd, 2015

Time: 10:35 11:35
Duration: One hour

Identify the key components of a good story.

Identify the sequencing of a good story.
Learn how to write and tell a good story.

Materials:

22 students (whole class)

White board
Dry erase markers
Eraser
Smart board

Subject Competency:
C1: To read and listen to literary, popular and information-based texts.
o Students will be working on this competency by paying close attention to the lesson that is be

given in the class. During this lesson, there will be a story read to the students and they would
have to identify the elements of the text.
C4: To use language to communicate and learn.
o Students will be working on this competency by answering questions asked by the teacher an
by responding to the statements and questions put forth by their peers.

Cross Curricular Competencies:

Communicates well
o Students will be working on this competency by answering the questions asked about the stor
elements.

Time

10 minutes

Lesson

Introduction:
1. I will tell the students that we are going to learn how to tell a good story to
2. I will explain why it is important to tell a good story.
3. I will tell my students that good stories always try to inform the audience a
much as they can.

Development:
1. Then, I will start the direct teaching process by explaining to the students e
component of a good story.
a. Character: The who of the story. The person doing the action.

b.
c.
d.
e.
f.

30 minutes

g.
h.
i.
j.
15 minutes

Setting: The when and where of the story.

Take-off: The problem of the story (All of a sudden)
Feelings: How did the character feel after the problem?
Plan: The plan to solve the problem that the character has encounte
Action: The character who is being active and is completing his pla
solve his issue.
Complication: A road block during the story that prevents the
character from solving his problem.
Plan again: The plan to solve the complication.
Landing: The solution to all the problems.
Wrap-up: Then end of the story.

Tasks:
2. As a class, we will work on identifying the various elements of a sentence.

Plan B: (if
students are too
rowdy and
distracted?)

In case of distractions, I will ask the students to put their heads down and r
for a couple of minutes. Then, I will tell them that we will be trying this ag
If they are still not able to focus, I will ask them to go back to their seats an
will give them a story with questions about identifying the specific elemen
of a story.

Differentiation:

I am differentiating this lesson by offering both visual and oral support to t

students who need them. I am also using picture to help the students grasp
elements of the story.

Assessment:

The assessment will be done at the end of the unit when the students will h
to write their own stories.

Preparation before
the day of lesson:
PROFESSIONAL
COMPETENCIE
S ADDRESSED:

Find the story to dissect.

Prepare the picture to post on the white board.
C1: To act as a professional inheritor, critic and interpreter of knowledge o
culture when teaching student.
o I am targeting this competency by researching different ways to
explore adjectives with my students.
C2: To communicate clearly in the language of instruction both orally and
writing, using correct grammar, in various contexts related to teaching.
o I am targeting this competency by using correct grammar and
vocabulary while teaching my lesson.
C3: To develop teaching/learning situations that are appropriate to student
concerned and the subject content with a view to developing the competen
targeted in the programs of study.
o I am targeting this competency by planning learning situations that
of interest to my students so they could learn by having fun.
C4: To pilot teaching/learning situations that are appropriate to students
concerned and to the subject content with a view to developing the
competencies targeted in the programs of study.
o I am targeting this competency by using the Progressions of Learni
and the Quebec Education Program to plan activities which will
improve on the students specific competencies.

C5: To evaluate student progress in learning the subject content and maste
related competencies.
o I am targeting this competency by providing feedback to my studen
in order for them to improve on the necessary aspects.
C6: To plan, organize and supervise a class in such a way as to promote
students learning and social development.
o I am targeting this competency applying a respectful and effective
classroom management technique with Class Dojo.
C7: To adapt his or her teaching to the needs and characteristics of studen
with learning disabilities, social maladjustments or handicaps.
o I am targeting this competency by adapting my teaching style to the
needs of my students.
C8: To integrate information and communications technologies (ICT) in t
preparation and delivery of teaching/learning activities and for instructiona
management and professional development purposes.
o I am targeting this competency by creating lessons which integrate
use of the SMART board.
C10: To cooperate with members of the teaching team in carrying out task
involving the development and evaluation of the competencies targeted in
programs of study, taking into account the students concerned.
o I am targeting this competency by discussing my lesson plan with m
CT and getting feedback.
C11: To engage in professional development individually and with others.
o I am targeting this competency by working on the skills needed in t
field of education with my CT.
C12: To demonstrate ethical and responsible, professional behavior in the
performance of his or her duties.
o I am targeting this competency by working and treating my CT and
students with respect.