You are on page 1of 21
! Short Story / Picture books Grades/Class/course: Grade 6 ELA Dates:"TBA" Teacher"Name:"Carley"Taylor" School:"TBA" Length"of"unit:"4"weeks"(20"x"60Dminute"classes)" ! !
!
Short Story / Picture books
Grades/Class/course: Grade 6 ELA
Dates:"TBA"
Teacher"Name:"Carley"Taylor"
School:"TBA"
Length"of"unit:"4"weeks"(20"x"60Dminute"classes)"
!
!

1"

Table!of!Contents:!

!

Overview ……………………………………………………………………………………… 3

Rationale ……………………………………………………………………………………

3

.... Resources/ Materials ………………………………………………………………………… 4-5

Learning Activities and Instructional Strategies …………………………………………

..

5-6

Extension Enrichment/ Special Considerations/ Differentiated Instruction ……………. 6

Connections to Other Areas ………………………………………………………………

...

6

Plan for Accompanying Bulletin Board/ Display …………………………………………. 6

Objectives/ Goals ……………………………………………………………………………. 7

Assessment and Evaluation Plan …………………………………………………………… 8

Calendar ……………………………………………………………………………………

....

9

Appendices …………………………………………………………………………………… 14-21

!

2"

Overview:!

This"unit"will"be"based"on"writing"short"stories"with"a"visual"focus.""Students"will"analyze"different"

viewpoints"through"sequences"of"short"story"activities.""For"instance,"they"will"be"asked"to"rewrite"

a"pictureDbook"from"a"perspective"of"a"different"character"within"the"story.""They"will"also"be"

introduced"to"books"with"no"words"to"demonstrate"the"impact"of"using"imagery"to"convey"

meaning.""Students"will"access"their"creativity"through"story"telling"activities,"retelling"short"

stories"from"a"different"character’s"viewpoint,"as"well"as"creating"and"illustrating"their"own"short"

stories"to"read"to"young"children.""As"the"unit"progresses"students"will"investigate"the"importance"

of"a"plot,"create"mind"maps,"examine"the"importance"of"plot"and"rewrite"stories"in"order"to"

prepare"them"for"their"final"assessment.""Students"will"continually"discuss"the"variations"of"stories"

within"the"class"and"discuss"the"factors"that"lead"to"different"opinions"on"the"same"text."

"

Most"importantly,"students"will"be"involved"in"the"6"strands"of"literature.""This"unit"can"be"uses"as"

a"crossDcurricular"unit"with"Art."Students"will"read%several"texts"within"this"unit"both"individually"

and"as"a"class.""Students"will"write!in"their"journal,"as"well"as"their"own"stories.""Students"will"

speak"as"they"use"various"story"telling"activities"for"inspiration"towards"their"projects.""Students"

will"listen%to"the"teacher"read"stories,"as"well"as"to"other"classmates’"ideas"and"stories.""Students"

will"view%multiple"images"in"texts"–"with"and"without"words.""Students"will"represent%their"ideas"

by"writing"in"their"journal"as"well"as"by"writing"and"illustrating"their"own"picture"book."""

 
 

Students"will"also"be"looking"at"the"aspects"of"plot"within"stories,"and"use"this"method"to"develop"

and"compare"their"own"stories"to"others’."

 
 

Rationale:!

 
 

In"today’s"world,"it"is"vital"that"we"can"consider"different"perspectives"on"a"situation.""Being"able"to"

do"so"is"a"great"asset"in"any"field"of"work.""In"this"unit,"students"will"be"looking"at"several"stories"

from"multiple"perspectives.""Students"are"encouraged"to"express"their"own"opinions"and"

understandings"through"out"this"unit,"which"is"a"useful"tool"to"have"both"in"and"out"of"school."

Because"the"final"project"does"not"imply"that"students"use"a"particular"topic"or"format,"students"

have"the"freedom"to"use"their"interests"to"develop"their"project.""This"has"been"set"up"in"hopes"of"

further"engaging"the"class."

 
 

The"story"telling"activities"will"not"only"help"students"successfully"complete"this"unit,"but"aid"them" in"other"units"that"involve"creative"writing.""These"specific"activities"have"been"selected"in"hopes"of" helping"students"learn"how"to"connect"their"ideas"and"creativity"to"their"writing.""This"unit"also"has" addresses"editing"and"revising"both"individual"and"other"pieces"of"writing." "

 
 

As"the"Alberta"curriculum"implies,"students"should"develop"their"own"interpretations"of"texts,"seek"

advice"and"ideas"from"other"students,"edit"written"work,"as"well"as"share"and"discuss"opinions;"

this"unit"encompasses"all"of"these."This"unit"also"stretches"across"several"of"the"general"learning"

outcomes,"which"provides"a"variety"to"the"unit."

 
 

3"

 

Resources!/!Materials!

In"order"to"successfully"and"most"effectively"complete"this"unit,"the"class"needs"access"to"a"variety"

of"picture"books"or"access"to"a"library.""As"for"the"resources"used"in"lessons,"refer"to"the"following"

list"of"books:" " 1. Author:"Martin,"Bill,"Jr.""Illustrated"by:"Kellogg,"Steven"""" Title:"A"Beasty"Story""(1999)" ! 2. Author:"Gerstein,"Mordicai""Illusustrated"by:"Gerstein,"Mordicai""" "Title:"A"Book"(2009)" ! 3. Author: Vincent, Gabrielle Illustrated by:
list"of"books:"
"
1.
Author:"Martin,"Bill,"Jr.""Illustrated"by:"Kellogg,"Steven""""
Title:"A"Beasty"Story""(1999)"
!
2.
Author:"Gerstein,"Mordicai""Illusustrated"by:"Gerstein,"Mordicai"""
"Title:"A"Book"(2009)"
!
3.
Author: Vincent, Gabrielle Illustrated by: Vincent, Gabrielle !
Title: A Day, a Dog (2000)!
a.
This book does not contain any words. This is an excellent resource to demonstrate the
importance of imagery within a picture book.
!
4.
Author: Rockwell, Anne F. Illustrated by: Rockwell, Anne F.
!Title: Albert B. Cub and Zebra : An Alphabet Storybook (1977)!
a.
This book does not contain any words. This is an excellent resource to demonstrate the
importance of imagery within a picture book.
!
5.
Author:"Kellogg,"Steven""Illustrated"by:"Kellogg,"Steven"
Title:"The"Three"Little"Pigs"(1997)!
a.
This"book"is"the"traditional"story"of"the"Three"Little"Pigs"that"is"well"known"amongst"
children.""This"book"will"be"used"to"compare"and"contrast"different"perspectives"on"the"
same"situation."
"
6.
Author:""Sciezka,"Jon"&"Smith"Lane"
Title:"The"True"Story"of"the"Three"Little"Pigs"(1999)"
a.
This"book"is"a"non"traditional"story"of"the"three"little"pigs"told"from"the"perspective"of"
the"big"bad"wolf.""This"book"will"be"used"to"compare"and"contrast"different"perspectives"
on"the"same"situation."
"
7.
Author:"Hearn,"Emily"&"Thurman,"Mark"
Title:"Draw"&"write"your"own"picture"book"
a.
This"resource"will"help"students"develop"strategies"for"creating"their"own"picture"book"
from"scratch.""This"book"will"be"used"to"provde"discussion"as"well"as"to"increase"the"
quality"of"student"work"on"their"project"
"
!
4"

Other"significant"resources"for"this"unit"are"two"different"websites;" one"website"is"published"by" the"University"of"Calgary,"while"the"other"resource"is"published"by"the"Government"of"Canada."" Ideas"were"taken"from"these"websites"to"use"in"this"unit.

 
 

1.

Government"of"Canada,"(2005)."Creating"a"children’s"book."Retrieved"from"http://epe.lacD

 

bac.gc.ca/100/200/301/lacDbac/page_by_pageDef/www.lacDbac.gc.ca/3/2/t2D500D

e.html"

 
 

2.

University"of"Calgary,"(2014)."EnglishBlanguageBartsBresources."Retrieved"from"

 

http://wiki.ucalgary.ca/page/EnglishDlanguageDartsDresources#Digital_"

Children.27s_Books"

 

In"order"to"complete"the"final"project,"the"class"needs"access"to"computers"and"printers"to"‘publish’"

their"final"project"(they"will"be"gluing"this"words"into"their"book)."To"make"individual"lessons"run"

 

smoother,"access"to"iPads"is"preferred"to"allow"each"student"access"to"a"PDF"version"of"a"picture"

book"during"the"lessons"and"activities.""For"best"results,"students"need"access"to"appropriate"art"

materials"to"illustrate"and"publish"their"final"project."(Glue,"paint,"crayons,"markers,"rulers,"

scissors"etc.)"

 
 

Students"will"also"need"a"book"to"use"a"journal"for"various"entries"throughout"this"unit.""This"

 

journal"will"be"assessed"for"insight"and"content."

 

Learning!activities!and!Instructional!Plan:!

 
 

Introductory:"

 
 

1.

The"unit"will"be"introduced"by"displaying"a"picture"book"with"the"words"covered.""Students"

 

will"examine"the"pages"and"develop"a"possible"plot"for"the"story.""After"listening"to"ideas"

presented"in"a"class"discussion"and"in"small"groups,"students"will"write"their"opinion"in"

their"journal."

 

2.

Students"will"discuss"the"reasons"that"each"class"member"has"a"different"opinion"on"the"

 

story."Students"will"look"at"two"books"that"are"written"on"the"same"topic"(Three"Little"Pigs),"

but"from"a"different"perspective.""After"group"discussions,"they"will"make"a"decision"as"to"

which"story"is"the"‘true’"story.""This"will"be"written"in"their"journal"as"an"exit"slip."

 

Ongoing"/"Developmental"

 
 

3.

Students"will"examine"the"importance"of"plot"and"learn"about"the"different"portions"of"a"

 

story"line."This"will"be"used"multiple"times"throughout"the"unit,"and"will"lead"to"the"mind"

mapping"assessment."

 

4.

Students"will"find"a"picture"book"that"interests"them"from"the"library.""They"will"retell"that"

 

story"from"a"different"perspective.""Eventually,"this"‘rewritten’"story"will"be"formalized"and"

submitted"as"an"assignment.""They"will"use"their"editing"strategies"(assumed"to"be"learned"

in"previous"units"as"well)"to"produce"a"final"draft"before"submission."

 

5.

Students"will"look"at"the"impact"images"have"on"a"story.""They"will"use"wordless"books"to"

 

develop"plausible"story"lines."While"doing"this,"they"will"examine"several"different"types"of"

images"that"could"be"used"in"a"book.""This"will"be"useful"when"creating"their"final"project."

 

6.

Students"will"participate"in"several"storyDtelling"activities"that"will"be"used"to"access"their"

 

creativity.""The"main"activity"requires"students"to"think"about"three"important"things"in"

their"lives:"a"person,"a"place,"and"an"event.""Students"will"be"broken"up"into"pairs,"and"have"

 

5"

 

45"seconds"each"to"tell"their"‘story’"about"one"of"the"items.""In"turn,"they"will"listen"to"their"

partner’s"story"before"switching.""They"will"tell"each"story"twice,"for"a"total"of"6"stories"to"

be"told."

" Culminating:"
"
Culminating:"
  • 7. At"this"point,"students"have"collected"ideas"for"their"final"story"through"the"story"telling" activities.""They"will"begin"to"create"a"rough"draft"for"their"final"story." "

  • 8. After"the"rough"drafted"is"completed"and"edited,"they"will"begin"developing"their"images"as" a"rough"draft.""""

  • 9. Once"feedback"has"been"given"on"the"images"and"text,"students"will"create"their"final"story."""

    • 10. Upon"completion,"students"work"will"be"peer"assessed,"and"they"will"peer"assess"another" students’"work."

    • 11. After"each"story"has"been"published,"students"will"take"a"field"trip"to"a"young"classroom" where"they"will"read"their"books"to"children."

"

Connections!to!Other!Areas:!!

 
 

This"unit"has"a"particular"connection"to"Art.""In"fact,"students"could"create"their"book"and"illustrate"it"as"an" art"project"in"itself.""This"unit"also"has"a"connection"to"social"studies,"for "students"are"encouraged"look"at" topic"from"multiple"perspectives.""This"unit"also"integrates"the"use"of"technology"through"using"iPads"to"look" at"stories"and"computers"to"publish"their"book."

 
 

Within"the"Language"Arts"program,"this"unit"will"help"students"learn"how"to"access"their"imagination"and"

creativity"in"order"to"write"a"story.""This"skill"will"be"useful"with"any"writing"assignment"to"follow."

 
 

Plan!for!Accompanying!Bulletin!Board/!Display:!

 
 

In"order"to"display"student"work,"a"couple"things"will"happen.""First,"students"will"share"with"class"members"

as"they"complete"the"peer"assessment"portion"of"the"project.""Afterwards,"students"will"read"to"a"young"

group"of"children.""Finally,"the"books"will"be"displayed"on"a"shelf"in"the"library."

 
 

Extension Enrichment/ Special Considerations/ Differentiated Instruction

Extension!activity:!!See"Appendices"–"Extension"activity."

 
 

Differentiated!instruction:!!

It"will"take"some"students"longer,"which"is"why"I"will"allow"them"ART"time"to"work"on"it.""If"other"

students"are"done"early,"there"are"other"art"activities"they"may"do."Students"are"allowed"to"write"

on"any"topic"of"interest.""Students"may"have"the"option"of"creating"a"digital"book."""

*It%is%important%to%consider%a%specific%group%of%students%before%deciding%how%differentiation%will%take%place. "

Special!considerations:!

It"is"vital"to"know"each"student"individually"and"strive"to"meet"his"or"her"individual"needs"

throughout"this"unit.""This"unit"provides"a"lot"of"time"for"students"to"work"independently,"which"

opens"up"time"to"work"with"students"will"special"needs.

6"

 

"

Established!Goals:!

 

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 manage ideas and information.

Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Understandings:!

Essential!Questions:!

Students"will"understand"that:"

How"would"[a"different"individual/character]"

 

Every"individual"has"a"different"point"

feel"within"this"story?"

 

of"view."

What"types"of"images"best"suit"a"particular"

 

Different"stories"can"be"created"from"

story?"

 

the"same"plot"line."

How"can"we"use"a"plot"line"to"rewrite"a"story"

 

Stories"can"be"written"in"any"form"

from"another"perspective?"

 

desired,"and"very"few"limitations."

What"events"in"your"life"might"inspire"your"

 

Tone"of"voice"and"body"movement"can"

short"story?"

 

change"an"oral"presentation"of"a"piece"

What"attributes"of"voice"/"body"lead"to"an"

of"literature."

intriguing"story"telling?"

   

Students"will"know"that"/"should"be"able"to"…"

  • 1.1.3 Engage in exploratory communication to share personal responses and develop own interpretations

  • 1.2.1 Select from others’ ideas and observations to expand personal understanding

  • 1.2.2 Use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and

shape understanding

  • 3.3.4 Use outlines, thought webs and summaries to show the relationships among ideas and information and to clarify

meaning

  • 4.1.1 Work collaboratively to revise and enhance oral, print and other media texts

  • 4.1.2 Ask for and evaluate the usefulness of feedback and assistance from peers

  • 4.1.3 Revise to provide focus, expand relevant ideas and eliminate unnecessary information

  • 4.1.4 Edit for appropriate verb tense and for correct pronoun references

  • 4.1.6 Write legibly and at a pace appropriate to context and purpose

  • 4.1.7 Experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font

sizes and styles, to enhance the presentation of texts

  • 4.2.7 Edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning

and function of words in context

  • 4.3.3 Demonstrate control of voice, pacing, gestures and facial expressions; arrange props and presentation space to

enhance communication

  • 5.1.2 Share and discuss ideas and experiences that contribute to different responses to oral, print and other media texts

!

7"

!

!

 

Final!Project!

 

Peer!Assessment!

 

Rewrite!Picture!

Book!

assignment!

Mind!Map!

 

Journal!

Title!

Assessment!Tool!

4.3.3,!5.1.2!

4.1.2,!4.1.3,!4.1.4,!

4.1.6,!4.1.7,!4.2.7,!

3.3.4,!4.1.1,!4.1.6,!

1.1.3,!1.2.2,!2.2.1,!

SLO:!

 

4.1.3,!4.1.4,!4.1.6,!

4.1.1,!4.1.6,!4.1.2,!

SLO:!

1.1.3,!1.2.2,!2.2.1,!

4.2.7!

4.1.3,!4.1.4,!4.1.6,!

3.3.4,!4.1.6,!4.1.2,!

1.1.3,!1.2.2,!2.2.1,!

SLO:!

3.3.4,!4.1.6!

SLO:!

1.1.3,!1.2.2,!2.2.1,!

1.1.3,!1.2.2,!4.1.6!

SLO:!!

Outcomes!

time!to!‘publish’!the!book.!

the!previous!activity.!!They!will!write,!illustrate!and!

incorporate!Art!into!this!project!will!allow!for!more!

‘publish’!their!own!book.!!**An!option!to!

Students!will!develop!their!own!picture!book!from!

to!ensure!that!the!message!is!clear!within!the!story.!

well!as!answer!basic!questions!about!the!storyline!

from!an!editorial!perspective.!!They!will!use!a!

checklist!to!ensure!that!all!requirements!are!met,!as!

Students!will!assess!their!fellow!student’s!work!

 

Students!will!use!a!published!picture!book!to!

‘rewrite’!the!words!from!a!different!perspective!

 

for!a!book!presented!in!class.!

Students!will!develop!a!mind!map!that!includes!

information!about!the!plot,!characters!and!setting!

activities,!as!well!as!to!plan!their!bigger!assignments!

Students!will!use!their!journal!for!free!writing!

Brief!Description!

 

40!

 

S!

 

20!

 

20!

 

20!

%!

 

x!

 

x!

 

x!

 

x!

 

x!

For!

 

x!

 

x!

 

x!

   

x!

AS!

 

x!

   

x!

   

x!

OF!

! Assessment!Tool!Overview!

Calendar

 
 

Day$1$

 

Day$2$

 

Day$3$

 

Day$4$

 

Day$5$

 

SLO:$$1.1.3$

 

SLO:$$1.2.1$

 

SLO:$3.3.4$

 

SLO:$3.3.4$

 

SLO:$3.3.4$

         
 

Introduction:$

 

MultiCperspectives$on$$

 

Importance$of$plot$

 

Mind$Mapping$

 

Mind$Mapping$$

Free$write$from$a$book$

the$same$topic.$

   

assignment$

with$no$words.$

   
 
 

Day$6$

 

Day$7$

 

Day$8$

 

Day$9$

 

Day$10$

 

SLO:$1.2.2,$3.3.4,$5.1.2$

 

SLO:$1.2.2,$3.3.4,$4.1.3,$$

 

SLO:$1.2.2,$3.3.4,$4.1.3,$$

 

SLO:$1.1.2,$5.1.2$

 

SLO:$1.1.2,$5.1.2$

 

4.1.4,$4.1.6,$4.2.7$

4.1.4,$4.1.6,$4.2.7$

   
   
 

Retell$a$story$from$a$$

 

Picture$book$revision$$

 

Picture$book$revision$$

 

Discuss$the$visual$$

 

Read$‘Draw%and%Write%

different$perspective$

assignment$

assignment$

aspect$of$picture$books$

your%own%picture%book’.$

     

and$the$importance$of$$

 

them.$

 

Day$11$

 

Day$12$

 

Day$13$

 

Day$14$

 

Day$15$

 

SLO:$1.1.3,$1.2.1,$1.2.2$

 

SLO:$1.2.2,$3.3.4,$4.1.6$

 

SLO:$1.2.2,$3.3.4,$4.1.6$

 

SLO:$1.2.2,$3.3.4,$4.1.6$

 

SLO:$1.2.2,$4.1.7$

4.3.3$

   

4.1.1,$4.1.2,$4.1.3,$4.1.4$

 
 

4.1.6,$4.2.7,$5.1.2$

 
 

Story$telling$activity%

 

Rough$Draft$for$final$$

 

Rough$Draft$for$final$$

 

Rough$Draft$for$final$$

 

Illustration$Planning$

 

project$

project$

project$&$Editing$&$$

Start$Illustrations$$

   

Peer$assessment$

(continue$in$Art)$

 

Day$16$

 

Day$17$

 

Day$18$

 

Day$19$

 

Day$20$

 

SLO:$1.2.2,$4.1.7$

 

SLO:$1.2.2,$4.1.7$

 

SLO:$1.2.2,$3.3.4,$4.1.6$

 

SLO:$N/A$

 

SLO:$4.3.3$

   

4.1.1,$4.1.2,$4.1.3,$4.1.4$

   

4.1.6,$4.2.7,$5.1.2$

 
 

Illustrations$

 

Illustrations$

 

Peer$Revisions$

 

Flex$day$–$$

 

Read$to$young$kids$

     

finish/catch$up.$

 
 

!

   
     

Picture$Book$

Peer$

 

Title$

Journal$

Mind$Map$

Rewrite$

Assessment$

Final$Project$

Learning$Outcomes$!

Type$

Summative$

Summative$

Summative$/$

Formative$

Summative$

(Formative/Summative)$

/$formative$

/$formative$

formative$

Weighting$

20%$

20%$

20%$

N/A$

40%$

1.1.3

Engage in exploratory communication to share

!

!

!

!

!

personal responses and develop own interpretations

1.2.1

Select from others’ ideas and observations to

 

!

!

!

!

expand personal understanding

 

1.2.2

Use talk, notes, personal writing and representing,

         

together with texts and the ideas of others, to clarify and shape understanding

!

!

!

!

!

3.3.4

Use outlines, thought webs and summaries to

         

show the relationships among ideas and information and to clarify meaning

!

!

!

4.1.1

Work collaboratively to revise and enhance oral,

     

!

!

print and other media texts

 

4.1.2

Ask for and evaluate the usefulness of feedback

   

!

!

!

and assistance from peers

 

4.1.3

Revise to provide focus, expand relevant ideas and

   

!

!

!

eliminate unnecessary information

 

4.1.4

Edit for appropriate verb tense and for correct

   

pronoun references

 

4.1.6

Write legibly and at a pace appropriate to context

!

!

and purpose

 

4.1.7

Experiment with a variety of software design

         

elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts

4.2.7

Edit for and correct commonly misspelled words

         

in own writing, using spelling generalizations and the

meaning and function of words in context

4.3.3

Demonstrate control of voice, pacing, gestures and

         

facial expressions; arrange props and presentation space to enhance communication

5.1.2

Share and discuss ideas and experiences that

         

contribute to different responses to oral, print and other

media texts

 

Appendices!

Lesson Plan 1 - ELA 6 - 60 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General
Lesson Plan 1
-
ELA 6
-
60 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: GLO 1: Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
Specific'Learning'Outcomes:''Engage!in!exploratory!communication!to!share!personal!responses!and!
develop!own!interpretations'
LEARNING OBJECTIVES '
Students!will:!
1.
Students!will!explain!how!pictures!bring!meaning!to!a!story!
2.
Students!will!use!images!to!develop!a!story!line!for!a!particular!picture!book.!
3.
Students!will!describe!a!story!line!according!to!their!perspectives!
ASSESSMENTS
Observations:
Key'Questions:!
• From asking questions: are students arriving at a
conclusion about the story line?
What do the pictures in a book tell us about the story?
How do these pictures make you feel?
What do you think is happening at various points within the story?
What do you think the main theme / problem of the story is?
Written/Performance'Assessments:''Students!will!write!their!thoughts!and!opinions!in!their!journal.!
LEARNING RESOURCES CONSULTED
Resource'#1:'A!Beasty!Story:!Bill!Martin!Jr. !
MATERIALS AND EQUIPMENT'
iPads, SMARTboard, Journals, PDF version of A Beasty Story shared on iPads.
Before the lesson: Create a PDF version of A Beasty Story with all of the words covered. Share this PDF
with all of the iPads so that the students can follow along, and review it later in the lesson.
PROCEDURE
Introduction (15 min.):'
!
Students!will!collect!iPads!and!open!the!correct!document.!Display!the!same!document!on!the!SMARTboard.!
!
Look!through!the!book!as!a!class,!page!by!page.!!Ask!questions!like:!What!do!the!pictures!tell!us!about!this!
story?!!How!do!the!pictures!make!you!feel?!!What!do!you!think!is!happening!within!this!story?!!!
!
Body (45 min.):'
Discussion:!!After!finishing!the!book!as!a!class,!refer!to!the!questions!in!the!introduction.!!(10!minutes)!
Ask:!!
• What!do!you!think!the!main!theme!is!in!this!book?!!!
• What!do!you!think!the!main!message!is!in!this!book?!!
• What!do!you!think!the!main!problem!is!in!this!story?!!
• What!characters!do!you!feel!are!most!important!in!this!book?!!
Discuss!briefly!the!story!as!a!whole.!
!
Free'Write:''Students!will!get!out!their!journals.!!Place!the!following!writing!prompt!on!the!SMARTboard:!(20!minutes)!
!
Using!the!pictures!on!your!iPad,!describe!what!you!think!is!happening!throughout!this!story.!These!questions!may!help!bring!
ideas!to!your!free!write.!
• What!are!the!characters!names?!
• What!is!the!main!problem?!
• How!do!the!characters!feel?!
• What!happens!as!the!book!progresses?!
!
Closure (15 min.):
'
Get!attention!of!the!class.!!Have!several!students!describe!what!they!wrote!about,!and!their!opinions!on!the!
story.!
!

Appendices!

Lesson Plan 2 - ELA 6 - 60 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General'Learning'Outcomes:'GLO'1:'Students!will!listen,!speak,!read,!write,!view!and!represent!to!
Lesson Plan 2
-
ELA 6
-
60 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General'Learning'Outcomes:'GLO'1:'Students!will!listen,!speak,!read,!write,!view!and!represent!to!
explore!thoughts,!ideas,!feelings!and!experiences.
Specific'Learning'Outcomes:''
1.2.1!Select!from!others’!ideas!and!observations!to!expand!personal!understanding '
LEARNING OBJECTIVES '
Students!will:!
1.
Students!will!explain!why!different!people!have!different!perspectives!on!the!same!story.!
2.
Students!will!identify!factors!that!might!influence!someone’s!perspective!on!a!story.!
ASSESSMENTS
Observations:
Key'Questions:!
• Make sure students are working in their groups
• Monitor group discussions
Why did our stories differ from the actual story?
Why do we each have different story lines when we all looked at
the same photos?
What factors might influence what you think about a story?
Written/Performance'Assessments:'!
LEARNING RESOURCES CONSULTED
Resource'#1:''A!Beasty!Story:!Bill!Martin!Jr.!
Resource'#2:''The!Three!Little!Pigs:!Steven!Kellogg!
Resource'#3:'The!True!Story!of!the!Three!Little!Pigs:!Emily!Hearn!&!Mark!Thurman!
MATERIALS AND EQUIPMENT'
Three books: A Beasty Story, The Three Little Pigs, and The True Story of the Three Little Pigs
Journals
PROCEDURE
Introduction (10 min.):'
!
Read:!!A!Beasty!Story!
Body (35 min.):'
Recall!last!day’s!activity.!!Show!students!the!book,!and!pose!the!following!questions:!!(5!minutes)!
Divide!the!class!into!groups!of!3W4!stories.!
Ask:!
• How!did!our!stories!compare!to!the!actual!story?!
• Why!did!we!as!a!gradeW6!class!come!up!with!so!many!different!variations!of!this!story?!!!
!
Read:!!The!Three!Little!Pigs!to!the!class.!!Discuss!the!storyline!of!the!book.!(10!minutes)!
In!groups.!
Ask:!
• Why!do!you!think!no!one!has!a!different!perspective!on!what!happens!in!The!Three!Little!Pigs!
• Why!do!you!think!no!one!has!a!different!perspective!on!The!Three!Little!Pigs?!
Discuss!as!a!class!
!
Show!students!the!book:!The!True!Story!of!the!Three!Little!Pigs.!!(5!minutes)!
Ask:!
• What!do!you!think!is!different!about!this!book!than!the!original!story!of! The!Three!Little!Pigs?!
!
Read!The!True!Story!of!the!Three!Little!Pigs!to!the!class.!(15!minutes)!
Divide!students!into!groups!of!3W4!students!and!ask:!
• Which!story!is!the!real!story? !
• Why!do!you!think!they!differ? !
• Do!you!think!the!main!character!makes!a!difference!on!the!story? !Explain.!
Closure (15 min.):
'
Have!students!get!out!their!journals.!Exit!slip!in!the!journal:!!Why!do!you!think!there!are!so!many!perspectives!
on!the!same!story?!What!factors!might!influence!this?!

!

Appendices!

Lesson Plan 3 - ELA 6 - 60 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General
Lesson Plan 3
-
ELA 6
-
60 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: GLO 3: Students will listen, speak, read, write, view and represent to manage
ideas and information.
Specific'Learning'Outcomes:''
3.3.4!Use!outlines,!thought!webs!and!summaries!to!show!the!relationships!among!ideas!and!
information!and!to!clarify!meaning '
LEARNING OBJECTIVES '
Students!will:!
1.
Explain!the!meaning!of!a!plot!within!a!story!
2.
Describe!the!plot!of!a!story!
3.
Explain!how!the!plot!influences!a!story.!
ASSESSMENTS
Observations:
Key'Questions:!
• Ensure that students are productive in their group work.
What happens in a story that is important?
What makes a story interesting?
How can a story be broken up into ‘parts’?
Written/Performance'Assessments:'!In!groups,!students!will!take!a!boring!story!and!add!more!detail!and!
events!to!make!it!more!interesting.!
LEARNING RESOURCES CONSULTED
Resource'#1:''Worksheet!1!
MATERIALS AND EQUIPMENT'
Large words and definitions of: Exposition, rising action, climax, falling action, and resolution.
Journals
Magnets
Chalk / dry erase markers
PROCEDURE
Introduction (5 min.):'
!
Divide!students!into!groups!of!3.!!Instruct!each!group!to!come!up!with!the!most!boring!story!they!could!possible!
come!up!with!in!5!minutes.!!!
Body (57 min.):'
As!a!class:!!Have!each!group!recite!their!‘boring’!story.!(10!minutes)!
!
Now,!ask!the!same!groups!to!come!up!with!the!most!interesting!story!they!can!in!5!minutes.!(5!minutes)!
!
As!a!class:!Have!each!group!recite!their!‘exciting’!story.!(10!minutes)!
!
Discussion:!!!!!!!!!!!!!!!!!!!!!!!!!!(5!minutes)!
Ask:!
• What!makes!a!story!interesting?!
• If!we!have!to!break!a!story!up!into!parts,!how!could!we!categorize!the!parts?!
!
Students:!!!!!!!!(5!minutes)!
We!call!all!of!the!things!that!happen!within!the!story!a!Plot.!Around!the!room,!there!are!different!words!and!definitions!
hidden.!!Place!students!into!5!groups.!!Each!group!will!find!one!hidden!word!and!definition.!!Students!have!5!minutes!to!find!
their!definition!and!be!able!to!explain!it!to!the!class.!!
!
As!a!class:!!!!!(5!minutes)!
Students!will!stand!up!and!explain!their!word!and!its!definition!to!the!class.!!Guide!where!necessary.!!As!each!group!
explains,!their!word!and!definition!will!go!on!the!front!board.!
!
Pass!out!worksheet!#1.!
!
As!a!class:!!!!(15!minutes)!
Explain!that!we!need!to!arrange!them!in!order.!!Have!the!students!determine!which!order!they!should!go!in.!!Give!each!
group!a!minute!to!discuss.!!As!a!class,!arrange!the!words!in!order.!!Students!will!write!down!the!words!along!with!their!
definition!as!placed!in!order.!!Arrange!the!words!as!their!work!sheet!is!arranged!for!easiness.!!Add!in!the!word!theme.!!
Remind!students!that!the!theme!is!the!‘message’!or!‘moral’!of!the!story.!
!
!
!

Appendices!

 

Here!are!the!words!and!definitions!that!will!be!placed!throughout!the!classroom:!

 
 

The!Plot'is!the!basic!sequence!of!events!in!a!story!or!text.!

The!Exposition'is!the!introduction!that!provides!the!necessary!details!about!the!characters!and!setting.!

The!Rising'Action'is!the!part!or!the!story!that!develops!a!problem!or!conflict!through!a!series!of!events!that!builds!interest!

and/or!suspense!in!the!story.!!

The!Climax'is!the!turning!point!where!the!problem!or!conflict!reaches!is!peak.!

The!Falling'Action'is!the!events!after!the!climax!(or!turning!point)!that!leads!to!the!resolution.!

The!Resolution'is!the!end!of!the!story!that!reveals!the!solution!to!the!problem!or!conflict.!

The!Theme'is!the!general!message!that!lies!within!the!story.!

 
 

Closure (5 min.):

 

Exit!slip:!Why!is!the!plot!important!in!a!story?!!They!will!Glue!the!worksheet!in!their!journal!beside!their!

sentence!to!be!referred!to!later.!

Extension Activity:

Appendices!

Extension Activity: Appendices! Creating a Children’s Book Extension Worksheet: Interviewing the Creators As an extra activity,

Creating a Children’s Book

Extension Worksheet: Interviewing the Creators

As an extra activity, you can interview authors and illustrators of other books. You will need:

iPad or video camera (or a device to record video)

A list of questions for the people being interviewed You will need to read the book the author and illustrator made first.! Then write a list of questions you would like to ask the author(s) or illustrator(s). Here are some ideas:

What gave you the idea for the book?

Why did you choose this subject?

Did you have to do any research?

How long did the whole project take you?

What are your plans for the future? Will you write more books?

If so, about what? You might also ask some personal questions, such as:

When did you start writing?

What made you start writing books?! Be serious and respectful, as a reporter would be.

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Appendices!

Creating a Children’s Book

Worksheet 1: Self Check for Rough Draft

Appendices! Creating a Children’s Book Worksheet 1: Self Check for Rough Draft Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac: bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2: 500 :e.html!

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Appendices!

Creating a Children’s Book Student

Worksheet 2: Storyboard and Research

Below is a storyboard to help plan your illustrations. Write the main idea of the writing on one side, and the idea for your illustration on the other.

Appendices! Creating a Children’s Book Student Worksheet 2: Storyboard and Research Below is a storyboard to

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Appendices!

Creating a Children’s Book

Worksheet 3: Book Review

Appendices! Creating a Children’s Book Worksheet 3: Book Review Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac: bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2: 500 :e.html!

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Appendices!

Appendices! Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac: bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2: 500 :e.html!

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Appendices!

Appendices! Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac: bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2: 500 :e.html!

Altered!from!the!original!version!published!at:!!!http://epe.lac:bac.gc.ca/100/200/301/lac:

bac/page_by_page:ef/www.lac:bac.gc.ca/3/2/t2:500:e.html!

Plot%Worksheet% % Altered'from'the'original'version'published'at:'''http://epe.lac9bac.gc.ca/100/200/301/lac9bac/page_by_page9ef/www.lac9bac.gc.ca/3/2/t29 5009e.html'
Plot%Worksheet%
%
Altered'from'the'original'version'published'at:'''http://epe.lac9bac.gc.ca/100/200/301/lac9bac/page_by_page9ef/www.lac9bac.gc.ca/3/2/t29
5009e.html'