Lesson Plan Title: Guided Halloween Character and Accompanying Story

Date: October 31, 2017

Subject: English
Topic: Story writing and Art Combination
Question: What story can students develop/create to accompany their self-drawn character?
Materials:
- Drawing medium (pencil crayons, markers, pencil)
- Character book
- Blank paper (x2)
-
Stage 1 – Desired Results
What do they need to understand, know, and/or be able to do?
Students will be able to connect their self-created characters to the story they compose. They
will use prompted story settings, characters and plot events to create their own story and
develop logical sequence of events from said prompts.

Broad Areas of Learning:

Creativity/Drawing
Paragraph/Fictional Story Writing
Connections

Cross Curricular Competencies:

Think, create and learn contextually

Outcomes:
CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore,
identity (e.g., What Should I Do), community social responsibility and express personal thoughts
shaped through inquiry.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including
illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary
charts.
CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative
(including stories that contain dialogue), expository (including reports, explanations, letters,
and requests), and persuasive (including letters) compositions that clearly develop topic and
provide transitions for the reader.
AR5.1 Identify strengths in viewing, listening, reading, speaking, writing, and other forms of
representing.

PGP Goals
2.2 proficiency in the language of instruction
2.5 knowledge of a number of subjects taught in Saskatchewan schools
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social,
intellectual, physicals and spiritual beings
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner
needs, subject matter, and contextual variables together in development

Stage 2- Assessment
Assessment FOR Learning – Assess the students during the learning to help determine next
steps and their success
- Prompting them along the way with lists of possible settings, events, and characters
- Checking intermittently during their writing that it is sequential and relative to their
drawing

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)
- Connect this lesson to their previous use of the character booklets in order to engage
them with something they are previously confident in using
Main Procedures/Strategies
- Begin by modelling the action I want to produce; draw a picture of my own Halloween
character utilizing the character
- Follow this by verbally giving the students their writing assignment, because this may
seem overwhelming I will also provide an example on the board for referral and further
explanation
- Create a list of characters, settings, and events that could happen in a Halloween story,
prompted/guided by the students in addition to my ideas
- Write a model story for students to see implementation
- Allow students time to engage in activity
Adaptations/Differentiation
- Drawing the Halloween character as the sole assignment
- Requiring a shorter length of story (2-3 sentences rather than a paragraph/multi-
paragraph story)
- Verbally telling an educator or myself the story while the student speaks and educator
records
Closing of Lesson
- Handing in assignment and having them displayed for viewing

Stage 4 – Reflection
- Would have been beneficial to have a predetermined time for how long they can spend
on the drawing and the writing
- If there was more time I would have liked to give the drawing and writing instructions
separate so that the students would remember each step rather of having a recess
break between instructions and work period
- The board examples of characters, settings, and events was very successful. It got
student ideas flowing, made their stories complete and logical (empowered students)
- By modelling the paragraph writing I was able to show expectations and I believe that is
why their work turned out the way it did, their regular writing compared to what was
shown in this assignment differed in organization greatly