CLIL Lesson Plan Template For TEYL Writing A Story

CLIL Lesson Plan Template for TEYL
Writing a story
Lesson 1
Date: 15/12/2016
School: The International School
Mentor teacher: Alyssa Tantengco
Teachers: Julia Goraj, Karolina Poniatowska
Subject: Language Education
Lesson title Lets talk about stories! introduction.
Class length 45 mins
Class/ 3 grade, 15 students

student
information There are no students with special needs.
Overall STS will be introduced to the topic

instructional
STS will share their prior knowledge on the topic
aims
STS will be involved in creating short stories
Objectives conten Topics:

t Story, fiction and nonfiction, example stories
Facts:
We can distinguish between fiction and nonfiction
stories
New understandings:
Students will understand that:

Texts are commonly classified as fiction or
nonfiction
langua Content-obligatory language objectives
ge Learners will be able to:
Explain the concepts: fiction, nonfiction
Share their stories using familiar grammar
structures
Content-compatible language objectives
Learners will be able to:
Language functions:
Discuss, ask and answer questions, communicate (group
work)
Key language structures:
Key vocabulary:
Story, fiction, nonfiction
cogniti Lower-order thinking skills:

on name, recognize
Higher-order thinking skills:
create
cultur Familiar concepts used in a new way:
e using familiar vocabulary (adjectives, nouns)
discussing fiction and nonfiction in English
(STS were familiar with the concept in L1)
Unfamiliar concepts: -
Instructional Building background:
strategies Introduction, activating prior knowledge, eliciting, providing
(building
reasons
background,
using Using learning phases
learning Integrating modalities:
phases,
integrating The use of different modes of communication
modalities, Using scaffolding:
using
scaffolding, Verbal, procedural, instructional
etc.)
Describe
briefly
Justification This lesson constitutes the first stage within the whole unit about
for lesson writing a story.
(why is it It is important to introduce the topic and provide the context to
important to the students. Also, it is important to let them share their thoughts
your concerning stories and involve them in the process of creating.
students)
Assessment Formative assessment observation and immediate feedback
for/as Summary and positive comments at the end of the lesson
learning
No grades or scores are given
Teaching Worksheet
materials Set of pictures
Stages Lesson Justification for the activity (content,

and time procedure language, cognition, culture)
(describe the
activities and
instructional
strategies)
Greeting STS are asked To signal the beginning of the lesson
(routine) questions about To get students attention
2 mins short date and long To elicit answers
date As a constant lesson pattern
STS get ready for
the lesson
Use of whiteboard
Stories - T conducts Content: stories
introductor an introductory Language: communication, speaking
y discussion Cognition: brainstorming, sharing ideas
discussion STS share ideas, Culture: referring to personal experiences
4 mins answer questions
Example T and STS briefly Content: prominent stories

stories share Language: communication, speaking
familiar/popular Cognition: recall, describe
6 mins
stories Culture: referring to literary texts
T asks questions,
e.g. Do you know
this story?
Work in STS work in groups Content: creating short stories
groups Each group creates Language: speaking, writing
Creating a short story based Cognition: creative thinking, create, design, select
short on given pictures Culture: promoting interaction in English and
stories (they choose at cooperation
16 mins least 7 pictures)
Worksheet
Set of pictures
Sharing Sharing the Content: short stories presentations
short outcomes of the Language: speaking
stories group work Cognition:
12 mins Presenting short Culture:
stories
Summary Summarizing To summarize the lesson

5 mins discussion and To provide the students with feedback
informing about the To inform about further plans within the CLIL unit
plans for the next
lesson

Writing a story
Lesson 2
Date: 22/12/2016
Lesson title Creating characters.

student
Overall STS will learn relevant categories, vocabulary items

instructional
STS will brainstorm and categorize
aims
STS will be able to describe characters according to different
categories

t Character elements of description
Facts:
Characteristics can be divided into different
categories: personality traits, appearance, fears,
likes, dislikes, personal information
New understandings:

Characteristics can be divided into different
categories
Create and describe their characters using
introduced vocabulary
Categorize different characteristics
Ask and respond to questions
Produce whole sentences
Use other vocabulary to describe their characters
Language functions:
Name, identify, ask and answer questions, communicate
(group work)
Key vocabulary:
Personality traits, appearance, fears, likes, dislikes,
personal information

on categorize, recognize
construct, design, create
e Using familiar vocabulary (adjectives, nouns)
Unfamiliar concepts:
Abstract ideas connected with characters
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
Justification Creating characters is one of several stages of the process of

for lesson writing a story.
(why is it The knowledge about different characteristics will help the
important to students to create and describe their own characters.
your
students)
learning
Teaching Worksheet
materials Wordlist (useful vocabulary worksheet)

(describe the
activities and
instructional
strategies)
Greeting Asking questions To signal the beginning of the lesson
(routine) about short date To get students attention
2 mins and long date To elicit answers
Getting ready for As a constant lesson pattern
the lesson
Use of whiteboard
Warm-up What is a Content: character features
3 mins character? Language: speaking (naming, using structures)
Introductory Cognition: define, describe
discussion, Culture: sharing associations, abstract ideas
questions
Introductio How to describe a Content: character features - categories

n to the character? Language: speaking (naming, using structures),
topic Introducing getting familiar with written forms
10 mins different features Cognition: categorize, explain
mind map Culture: sharing associations, abstract ideas
Use of whiteboard
Practice Work in groups Content: creating own characters
Worksheet Creating and Language: communication, written forms
15 mins describing Cognition: creative thinking, create, design
characters Culture: promoting interaction in English and
cooperation
Sharing Sharing the Content: sharing own characters
Presentati outcomes of the Language: speaking
ons of work Cognition: describe
characters Presenting
10 mins characters
5 mins discussion and To reward the students for good work
plans for the next
lesson

Writing a story
Lesson 3
Date: 05/01/2017
Lesson title Planning a story.

student
Overall STS will get familiar with the stage process of planning a story
instructional
aims

t Characters, planning a story - elements
Facts:
Planning a story is a complex stage process that
requires consideration of different elements:
characters, settings, plot, beginning, ending
New understandings:

Planning a story requires consideration of different
elements
Name the elements of a story
List the elements of planning a story
Answer wh- questions concerning their stories
Use the structures
Language functions:
describe
Key vocabulary:
character, settings, plot, beginning, ending

on

e Using previously created characters as an element of
planning
Elements of planning a story
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
The students need to learn to plan a story before they start
Justification
writing.
for lesson
This will help them to produce pieces of work.
(why is it
important to
your
students)
learning
Teaching PowerPoint presentation

materials Worksheet

(describe the
activities and
instructional
strategies)
the lesson
Use of whiteboard
Warm-up/ Review to the topic: Content: character features
Review What is a Language: speaking (naming, using structures)
4 mins character? Cognition: define, describe, classify
Brainstorming Culture: sharing associations, abstract ideas
Creating a mind
map
Introductio Introductory Content: sharing knowledge about planning a story

n to a new discussion about Language: speaking, discussion
lesson planning a story: Cognition: brainstorm, describe
Smalltalk Sharing ideas Culture: applying to literary texts
4 mins Open questions
Presentati Planning a story Content: presentation about planning a story
on PowerPoint Language: listening, speaking
10 mins Presentation Cognition: understand, identify, interpret
Culture: applying to literary texts
Practice Work in groups Content: creating story plans

Worksheet Creating story plans Language: communication, discussion, speaking
15 mins Worksheet Cognition: plan, design
Culture: promoting interaction in English and
cooperation
Brief Brief presentations Content: story plans - sharing
presentati Sharing story plans Language: speaking
ons Cognition: discuss, describe, explain
Sharing
5 mins
5 mins discussion and To appreciate the students for good work
plans for the next
lesson

Writing the beginning of a story
Lesson 4
Date: 05/01/2017
Lesson title Writing a beginning of a story.
Class/ 3rd grade, 15 students

student
Overall STS will get familiar with the stage process of writing a beginning
instructional of a story
aims

t Writing a beginning of a story
Facts:
Writing a beginning of a story is a complex stage
process that requires consideration of different
elements: the use of a time phrase
New understandings:

Writing a beginning of a story involves using one of
the time phrases, introducing a character, a setting
and a time;
Name the characters, setting and time
Use the past tense
Answer wh- questions concerning the beginning
part
Language functions:
Seek information: define, identify, name,
Inform: who, where, when
Justify: justify the importance of beginning part
Past tense
Time phrases: Once upon a time, In the
beginning; Firstly;
Key vocabulary:
Beginning, setting, characters, time (who, where, when)

on Remembering the questions that need to be answered:
who, where, when
Understanding what needs to be included in the
beginning part of a story
Applying characters, setting, time
Analyzing a story plan
Creating a beginning part
e Using previously created story plans to write a beginning
part
Beginning part needs to be written in a separate
paragraph and has to start with a time phrase
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
The lesson is important since it makes students aware of the fact
Justification
that a beginning part of a story needs to be separate. Students
for lesson
get to know the elements which needs to be included in a
(why is it beginning step, namely characters, a setting and time; therefore,
important to it makes students more aware of what to include in the beginning
your part of their stories.
students)

learning

materials Worksheet
Time phrases on a separate piece of paper for all children
Plans of students stories
Exit tickets
Stickers

(describe the
activities and
instructional
strategies)
the lesson
Use of whiteboard
Warm-up/ Review to the topic: Content: planning elements
Review Planning a story Language: speaking (naming, using structures)
4 mins Brainstorming Cognition: define, describe, classify
Creating a mind Culture: sharing associations, abstract ideas
map
Introductio Introductory Content: sharing knowledge about writing a

n to a new discussion about beginning of a story
lesson writing a beginning Language: speaking, discussion
Smalltalk to a story: Cognition: brainstorm, describe
4 mins Sharing ideas Culture: applying to literary texts (their beginnings)
Open questions
Presentati A beginning of a Content: the elements of a beginning part of a story:
on story setting, time, characters
10 mins PowerPoint Language: listening, speaking, reading
Presentation Cognition: understand, identify, interpret,
Culture: applying to beginnings that students know
from favourite literary texts
Practice Work in groups Content: writing a beginning of a story
Worksheet Writing a beginning Language: communication, discussion, speaking
15 mins of a story Cognition: plan, design, answer the questions (who?,
Worksheet where?, when?)
cooperation,
Brief Brief presentations Content: story beginnings - sharing
Sharing
5 mins
Summary Summarizing To summarize the lesson check how much students
5 mins discussion and learned
informing about the To allow them share their emotions
plans for the next To appreciate the students for good work
lesson To inform about further plans within the CLIL unit
EXIT TICKETS
Writing a plot of a story
Lesson 5
Date: 05/01/2017
Lesson title Writing a plot of a story.

student
Overall STS will get familiar with how to write a plot of a story.
instructional
STS will be able to write a plot of a story.
aims

t Writing a plot of a story. Indicating a problem
what happened.
Facts:
Writing a plot requires involving a problem to a
story writing what happened to the characters.
It needs to be based on the prepared plan.
New understandings:
Writing a plot of a story involves indicating and
describing a problem in detail;

A plot needs to start with a time phrase and be a
separate paragraph;
Indicate what needs to be described in a plot of a
story
List the time phrases that can be used to start a
plot
Answer wh- questions concerning their stories
Use the structures
Use the time phrases
Write dialogues in their plots
Use directed speech
Language functions:
Seek information: identify what needs to be
described in a plot of a story
Inform: depict the problem of a story
Analyse: analyse the problem in detail
She/He said (directed speech);
past tense;
dialogues
Key vocabulary:
Plot, a problem, dialogue

on Understanding: what to include in a plot
Applying: using the story plan

Analysing: what happened to characters
Creating: describing a problem in detail
e Using previously created plan as an element of writing a
plot of a story
A plot needs to be described in detail
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
The lesson is important since students become more aware
Justification
writers. They know that in a plot, they need to describe a problem
for lesson
in detail. They also learn to include dialogues to make their stories
(why is it more informative and interesting. They learn how to make a
important to reader interested in what he or she is reading.
your
students)

learning

materials Worksheet
Story plan
Exit tickets
Stickers

(describe the
activities and
instructional
strategies)
the lesson
Use of whiteboard
Warm-up/ Review to the topic: Content: elements of beginning
Review What needs to be Language: speaking (naming, using structures)
4 mins included in the Cognition: define, describe, classify
beginning of a Culture: sharing associations, abstract ideas
story?
Brainstorming
Creating a mind
map
Introductio Introductory Content: sharing knowledge concerning writing a plot

n to a new discussion about of a story
lesson writing a plot of a Language: speaking, discussion
Smalltalk story: Cognition: brainstorm, describe
4 mins Sharing ideas Culture: applying to literary texts and to students
Open questions beginnings
Presentati What should be Content: presentation about writing a plot of a story
on included in a plot of Language: listening, speaking, reading
10 mins a story? Cognition: understand, identify, interpret
PowerPoint Culture: applying to literary texts
Presentation
Practice Work in groups Content: creating plots of students stories
Worksheet Creating a plot of a Language: communication, discussion, speaking, past
15 mins story tense, dialogues
Worksheet Cognition: plan, design, indicate
cooperation, applying to different life problems
Brief Brief presentations Content: plots of the stories - sharing
Sharing
5 mins
Summary Summarizing To summarize the lesson to check how much
5 mins discussion and students remember
informing about the To appreciate the students for good work
plans for the next To make students express their emotions
lesson To inform about further plans within the CLIL unit
EXIT TICKETS
Stickers
Writing a solution and end of a story
Lesson 6
Date: 05/01/2017
Lesson title Writing a solution and end of a story.
Class/ 3rd grade, 15 students

student
Overall STS will get familiar with the purpose of writing a solution and end
instructional of a story.
aims STS will get familiar with how to indicate the end of a story and
what to include.
STS will get to know how to write a GOOD end of a story.
STS will be able to write the solution and end to their stories.

t A solution and end of a story.
Facts:
An end of a story includes a closure, solution and
feeling.
To write a GOOD end of a story, a writer needs to
answer 3 questions including: What happened at
the end?, What is the solution? What are the
emotions?
An end of a story needs to start with a time phrase.
An end of a story is a separate paragraph.
New understandings:
A good end needs to indicate what happened at the
end, what the solution was and what the emotions
were
There are different ways to end a story including a
moral, a question, an advice, emotions, hope or
quote.
List what needs to be described at the end of a
story
Indicate what a good end is and what it includes
Name the time phrases that may be use at the end
of a story
Describe the ways of ending a story
Use the structures
Language functions:
describe
Key vocabulary:
end, solution, last, at last, finally, in the end, in
conclusion, eventually, moral, question, hope, advice,
emotions, quote;

on Remembering: what needs to be included at the end of a
story, what are the ways of writing an end
Understanding: how to write a good end
Applying: including the elements of an end

Analysing: what is a good end, how to write a good
ending
Creating and end of a story
e An end needs to include information concerning what
happened, whats the solution and what are the emotions
There are different ways of ending a story.
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
The lesson is of paramount importance since students end their
Justification
stories and are more aware of the importance and elements of
for lesson
each separate part of a story. They learn that there are 3 elements
(why is it that need to be included in the end of a story. Students get to
important to know different ways of ending their stories and are able to write
your independently.
students)

learning

materials Flytraps
Different endings of stories big formats
Worksheet
EXIT TICKETS
STICKERS
(describe the
activities and
instructional
strategies)
the lesson
Use of whiteboard
Warm-up/ Review to the topic: Content: plot, end
Review A plot of a story Language: speaking (naming, using structures)
2 mins Brainstorming Cognition: define, describe, classify
Creating a mind Culture: sharing associations, abstract ideas
map
Introductio Introductory Content: sharing knowledge about writing an end of a

n to a new discussion about story
lesson writing an end to a Language: speaking, discussion
Smalltalk story: Cognition: brainstorm, describe
5 mins Sharing ideas Culture: applying to literary texts
Open questions
Presentati Writing an end of a Content: presentation about an end of a story
on story Language: listening, speaking
10 mins PowerPoint Cognition: understand, identify, interpret
Presentation Culture: applying to literary texts
Practice Deciding what is Content: end of a story

5 mins the end of a story Language: reading,
Playing with Cognition: understand, apply, indicate, recognise,
FLYTRAPS analyse
Culture: differentiating different ways of ending a
story
Produce Work in groups Content: writing an end of a story

Worksheet Writing an end of a Language: communication, discussion, speaking
15 mins story Cognition: create
Worksheet Culture: promoting interaction in English and
cooperation
Brief Brief presentations Content: story ends - sharing
Sharing
5 mins
3 mins discussion and To appreciate the students for good work
plans for the next
lesson
EXIT TICKETS
Stickers

Writing a story
Lesson 7
Date: 05/01/2017
Lesson title Creating a front page.

student There are no students with special needs.
information
Overall STS will learn about elements of a front page

instructional STS will be able to describe a good front page
aims STS will create their own front pages

t Elements of a front page
Facts:
New understandings:
Front page informs the reader about the content of
a book
Front page needs to be well-organised
Front page needs to include several elements
Name the elements of a front page
Describe a good front page
Evaluate a front page (if it is good, if it contains all
elements)
Language functions:
Key vocabulary:
title, author, illustrator

on

e Using the title and other information to create a front
page
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
Justification The lesson constitutes a combination of two subjects: Language

for lesson Education and Arts&crafts.
It is important for the students to learn about the aims of a front
(why is it
page and its elements. This knowledge will help them as readers
important to
and creators of their own front pages.
your
students)

learning
Checklist
materials
Task for fast finishers

and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)
the lesson
Use of whiteboard
Short Short review Content: prior knowledge about stories
review what is done Language: speaking
2 mins Cognition: recall facts and basic concepts
Introducti a) Brainstorming Content: elements of a front page, example front

on to the , questions, pages
topic sharing ideas Language: reading, speaking, writing (mini task),
based on b) Mini task discussion
PowerPoin c) Analysing Cognition: analyse, brainstorm, compare, explain
t example Culture: applying to literary texts
presentati
books
on
d) Elements of
20 mins
front page
e) Discussing
own front
pages /
comparing
Practice Work in groups Content: creating front pages with discussed

Workshee elements
t Arts& crafts activity Language: communication
16 mins Cognition: use information, design, decide, creative
Creating front pages thinking
with discussed Culture: promoting interaction in English and
cooperation
elements
Sharing Presentation of Content: sharing front pages

Summary works and brief Language: speaking
5 mins summary of the Cognition: describe, present
lesson

Writing a story
Lesson 8
Date: 12/01/2017
Lesson title Creating booklets the summary of CLIL unit.

student There are no students with special needs.
information
Overall This is the summarizing lesson within the whole unit.

instructional It is aimed at revising previously introduced material.
aims STS will have a chance to reflect on final outcomes of their work
they will create booklets.

t All previous topics from the unit, booklets
Facts:
New understandings:
Booklet is a thin book with a small number of pages
and a front page
Language functions:
Discussion, communication
Producing grammatically correct sentences
Key vocabulary:
All vocabulary items introduced within the unit

on

e All story elements combined into booklets
(building
reasons
background,
phases,
using
etc.)
Describe
briefly
Justification This is the last lesson within the CLIL unit about writing a story.
for lesson Students will collect their works and create booklets. They will
have a chance to look at other works.
(why is it
important to It summarizes the whole unit and reviews previously mentioned
your concepts.
students)

for/as Filling-in self-assessment sheet
learning
Exchanging feedback at the end of the lesson
Teaching Worksheet
materials

and procedure language, cognition, culture)
time (describe the
activities and
instructional
strategies)

the lesson
Use of whiteboard
Writing Work in groups Content: acrostic poem - writing a story
acrostic Acrostic poem Language: writing
poem Worksheet Cognition: recall
5 mins Culture: acrostic poem as a poetic form
Recap a) Character Content: writing a story - elements

Writing a b) Planning Language: speaking, discussion, writing
story c) Writing: Cognition: recall facts and basic concepts, classify,
Mind map -beginning describe, define, explain, list, relate
10 mins -plot
- solution and
ending
d) Front page
Creating Instruction Content: creating booklets

booklets Language: speaking, communication
Work in groups
10 mins Cognition: create, design
STS collect their Culture: promoting interaction in English and
works and create cooperation
booklets
Booklet Work in groups Content: sharing booklets
stations STS visit booklet Language: speaking, reading
8 mins stations to look at Cognition: discuss, interpret, compare
other works
Final Summarizing To summarize the whole CLIL unit
summary discussion, sharing
thoughts and
reflections
Self- To involve the students in self-assessment
assessme Filling-in self-
nt assessment sheet
To provide the students with overall feedback
Feedback Exchanging To get feedback from the students
feedback, sharing
ideas for further
10 mins development of the
unit

CLIL Lesson Plan Template For TEYL Writing A Story

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CLIL Lesson Plan Template For TEYL Writing A Story

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CLIL Lesson Plan Template for TEYL

Class length 45 mins

Class/ 3 grade, 15 students

Overall STS will be introduced to the topic

Objectives conten Topics:

cogniti Lower-order thinking skills:

Stages Lesson Justification for the activity (content,

Example T and STS briefly Content: prominent stories

Summary Summarizing To summarize the lesson