EDUC 3501/3503 Unit Plan

Heather McCracken & Lindsey Kee

Nov. 6, 2019
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ED 3501/3503 Unit Plan

Part A: Inquiry Question

How do we make an interesting story?

Part B: Overview of the Unit

1. Rationale for the unit

The purpose of the unit is to further develop the foundational skills required for lifelong readers

and writers. However, these lessons are purposefully created in a way that takes into account the fact

that reading and writing can be stressful for many students, and allows for low-stress, autonomous

learning in a fun and positive learning environment. Students are able to engage in the reading process

by making predictions about a story, listening and responding to text, and beginning to evaluate text.

Students also practice the writing process by brainstorming, drafting, and self-evaluating their stories

about the characters they create in lesson one. These skills will enable students to be successful in

future language arts classes and in life, and as such are highly relevant.

The general learning outcome the lesson is based on guides the key elements we envision

addressing. In summary, students are to comprehend information received from the text and respond to

it, both through predictions and guided questions while reading the text as a class. Additionally,

opportunities to understand, identify, and demonstrate an understanding of the components of stories

are embedded throughout our three lessons. The unit plan allows for engagement and exploration

rather than direct delivery of these concepts. For instance, instead of having the teacher tell students

about a character in a story, they get to create their own and discuss the unique characteristics they

come up with. This also eliminates the stress of writing that some students may feel by focusing on

character development in a way that can foster creativity and discussion. Lastly, students are developing

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an attitude towards writing that takes into consideration the idea that creating good narratives requires

brainstorming and multiple revisions.

2. Key questions

- How can we respond to a story?

- What needs to be included in each part of a story?

- What is an example of each part of a story?

- How can we make a story really interesting?

The SLO taken from the previous grade:

2.4 Write, represent and tell brief narratives about own ideas and experiences

From this, we assume students know how to demonstrate a variety of skills to tell a simple narrative. In

this mini unit, we are building off of the knowledge of what a narrative is and the skills required to

create a simple version of one by introducing and developing the specific components including a

beginning, middle, end, setting, and character performing an action.

3. Connection to program of studies

Critical inquiry question: How do we make an interesting story?

GLO: Students will listen, speak, read, write, view and represent to comprehend and respond personally

and critically to oral, print and other media texts.

SLO 2.2 Construct meaning from texts: discuss, represent or write about interesting or important aspects

of oral, print and other media texts

SLO 2.4 Create narratives that have beginnings, middles and ends; settings; and main characters that

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perform actions

Outcome knowledge, skills, and attitudes: what the five components of a narrative are, how to combine

those components to form a cohesive narrative, reader and writer attitudes

The great part of SLO 2.4 is that it is broad enough to allow us to focus solely on the components

of a narrative without complicating the lesson with other skills. Students are simply asked to create a

narrative that contains the five components listed. The goal of our mini-unit is for students to have fun

creating a character but then be able to not only list the 5 components of a narrative and describe how

they relate to one another, but also to have the opportunity to demonstrate this learning in whichever

way they would like. This allows for students to demonstrate their learning in a way that plays to their

strengths, which is naturally accommodating to an array of learning needs. By providing students with

choice and a sense of autonomy, we can maintain a positive and motivating learning environment.

Our mini unit plan does not currently directly address indigenous knowledge, however that could

be a simple fix. We could require students to create a character based on an animal that is important to

an FNMI community, provide options for the setting based on FNMI land, or have the action that the

character does be influenced by FNMI culture.

There are multiple formative assessments embedded into our mini unit as ways to assess our

pace for teaching and allow students to demonstrate their knowledge in various ways. The whiteboard

check is a way to assess if students understand the basic terminology and are able to identify these

terms in written examples. The next assessment is a verbal check to determine how well students recall

the content from the previous class. However, if students are not quite confident enough, they do not

have to answer but they can silently self-assess or build upon their own understanding. The final

formative assessment it is a checklist that is completed three times, by the student, a peer, and the

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teacher. This gives the student multiple opportunities to make adjustments for anything missed or

requiring clarification. Additionally, if the narrative makes it to the teacher check while still not having all

the necessary components, it is a good indicator that both the student who created it and the buddy

who checked it may not have a complete understanding of the content. Lastly, the summative

assessment allows an opportunity for students to show what they know in a way they choose, and

increases their chances of being successful at meeting the SLO.

We are only using one literacy resource; the book Windblown by Edouard Manceau. This book

happens to be our primary resource for the development of the entire unit plan, as the ending provides

a great jumping off point for student creativity. However, student resources could be endless for the

performance task. They may simply use a pen and paper to demonstrate their understanding, or a

laptop, voice recording app, iMovie, or anything else they could think of.

4. Overview of the three lessons in a visual organizer

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Part C: Three Consecutive Lesson Plans

Lesson
Windblown Part 1 Date
Title/Focus
Subject/Grade Time
ELA Grade 2 45 minutes
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
2. Students will listen, speak, read, write, view and represent to comprehend and
Learning
respond personally and critically to oral, print and other media texts.
Outcomes:
Specific 2.2 Construct meaning from texts: discuss, represent or write about interesting or
Learning important aspects of oral, print and other media texts
Outcomes: 2.4 Create narratives that have beginnings, middles and ends; settings; and main
characters that perform actions
LEARNING OBJECTIVES
Students will:
1. Make predictions about the story read to them
2. Create a character based on the story read to them
ASSESSMENTS (How I will know students have achieved the objective(s))
● Students will listen and participate in teacher guided reading
● Students use all the shapes provided to create an animal or creature of their choosing

Prior to the Lesson MATERIALS AND EQUIPMENT

● Print worksheet with shapes on them (attached ● Scissors
resource) one for each student ● Glue
● Extra blank white paper
● Book – Windblown by Edouard Manceau
PROCEDURE
Introduction Time
Gather students into reading area and show them the front cover of the book 8- 10
“Windblown” by Edouard Manceau. minutes
Say to students: What do you think the book will be about and why? What clues does the
front cover provide us about the story?

While reading the book, encourage the students to join in with the repeating sentences.
Pause and ask the students the following questions:
- (page with shapes ) How many shapes? Where did the shapes come from?
- (page with wind) What do you think is going to happen next? What does the
wind do to the shapes?
Finish reading the book.

Transition: Say to students: Based on the story we just read, we are going to create our
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own character using these shapes!

Body Time
While they are still seated, explain to students that they are going to create their own
animal/creature. Hold up worksheet with shapes on it.
In a minute I am going to give each of you one of these sheets of paper. You need to cut
out the shapes and use them to create a NEW animal or creature. You need to use all the
shapes. Once you know your what animal or creature you are making, glue the pieces
together on a blank piece of paper. Any questions?
Before sending them off, reconfirm each step.

Allow time for students to complete task. Circulate the classroom and ensure objectives
are being met.

Differentiation:
- Pre-cut the shapes for students who may struggle with using scissors or have
difficulty staying on task long enough to cut the shapes and glue them into a
creature 25-27
- Have sample creatures available for guidance for students who struggle with minutes
understanding what they need to do

Establish a positive learning environment:

- Allow choice and creativity
- Play music in the background
- Reiterate how to share for scissors and glue
- Pay attention to students’ conversations and remind them if needed to respect
how other creatures look and how they are all unique and fun in their own way

Clap a pattern to get students’ attention and wait until the room is quiet.
Say to students: Now it is time to start cleaning up. You need to recycle scrap paper,
return scissors and glue to proper places, but keep your character at your desk and make
sure your name is on it, because we are not done with our characters yet! Once your
space is cleaned, return to your desk and sit quietly. Give students 4 minutes to clean up.
Closure Time
After all students are seated and classroom is sufficiently tidied, say to students: I know
you are all really excited about your characters! I’m going to give you three minutes to
tell an elbow partner about your character. Make sure you share your character’s name
and something interesting about them with your partner.
Allow 3-4 minutes to do this.
10
minutes
Get attention again by doing a countdown from 5. I’m really excited to see all of your
characters! Next class, we are going to use the story we read today, Windblown, to talk
about parts of a story, but we’re not done with our characters yet - I have a feeling they
have some interesting stories to tell! For now, however, I would like you to put your
character in your LA folder and get out your math folder.
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Lesson
Windblown Part 2 Date
Title/Focus
Subject/Grade Time
ELA Grade 2 45 minutes
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Students will listen, speak, read, write, view and represent to comprehend and respond
Learning
personally and critically to oral, print and other media texts.
Outcomes:
Specific
2.4 Create narratives that have beginnings, middles and ends; settings; and main
Learning
characters that perform actions
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Explain what makes a good beginning, middle, end, character, and setting.
2. Identify the beginning, middle, end, character, and setting of a story.

ASSESSMENTS (How I will know students have achieved the objective(s))

● Students will participate in the introductory activity (beginning to think about the five components
of a narrative)
● Students will correctly identify the five components of a narrative during whiteboard activity
● Students address misunderstandings of the five components with the teacher before starting
writing activity

Prior to the Lesson MATERIALS AND EQUIPMENT

● Prepare example beginning, middle, and end from ● Windblown by Edouard Manceau
Windblown ● Whiteboards/whiteboard markers
● Prepare powerpoint with sample components for ● Lined paper
the students ● Pencils
● Print writing prompts for students ● Chart paper and marker

PROCEDURE
Introduction Time
Gather students in reading area and wait until their attention is on you.
Show them Windblown and say: Remember reading this book last class? We are going to
use this book to talk about the beginning, middle, and end of a story. I want you to take a
minute to think in your own head about what is a beginning , middle, and end of a story.
12-15
minutes
Pause for a minute to allow for students to think.
Does everyone have an idea in their head?
Wait for nods or thumbs up that they are ready.

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Okay. I am going to read a sentence from Windblown and I want to know whether you
think it is the beginning, middle, or end.
Read: “No, no, no, they’re mine,’ whispered the snail. I’m the one who shaped the wood
that the bird made into paper.”
Ask students: Okay, stand up if you think that is the beginning. Pause for students to
stand up. Stand up if you think that is the middle. Pause. Stand up if you think that is the
end.

If you thought that was the middle, you were correct!

A middle has a problem that the character is working to solve. A character is who the
story is about.
Write on chart paper:
Character: who the story is about
Middle: problem/action

Okay, now I’m going to read another part of the story: “And now there are even more…
where did they come from? Whose are they?”
Stand up if you think that is the beginning. Pause. Stand up if you think that is the end.

That’s right, that was the beginning of the story.

A beginning sets the scene for the story. It tells the reader the setting for the story, or
where it will be taking place, and who the characters are.
Write on chart paper:
Setting: where the story is taking place
Beginning: where and who

Okay, now does everyone remember this part of the story? “And with one last gust, I’ll
blow them over to you.” What part of the story was this? (the end) Pause to allow
students to answer.

You bet! The end of a story is where the character solves the problem.
Write on chart paper:
End: solve the problem.

Transition: Fantastic! I’m going to put this chart paper on the board so we can look at it
whenever we are confused about parts of a story.
Now that we have an idea about what the parts of a story, we are going to practise. In a
moment we are going to go back to our seats and do a whiteboard check. Can the tallest
person in your table group grab enough whiteboards for your group and then shortest
person in your group grab the whiteboard markers? Everyone else please walk back to
your seats.
Body Time
Say to students: I am going to put a part of a story on the smartboard and ask you some 20 - 25
questions about the story. I want you to think silently to yourself, write your answer on minutes
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the whiteboard, and hold it up for me to see.

Put the first example up on the board and read to students: Sally didn’t like going to
school, but on Monday she was the first student in class.

Who is the character in this story? Wait for students to write on their whiteboards and
hold them up so you can see them.
That’s right! The character in this story is Sally - that’s who the story is about. Does that
make sense? Wait for students to nod in agreement or shake their heads if they don’t
understand. Make note of any students who don’t understand.

What is the setting for this story? Wait for students to write on their whiteboards and
hold them up so you can see them.
You bet! The setting for this story is the school - that’s where the story is happening. Does
that make sense? Wait for students to nod in agreement or shake their heads if they
don’t understand. Make note of any students who don’t understand.

Do you think this is the beginning, middle, or end of the story? Write a B on your
whiteboard if you think it is the beginning, M if you think it is the middle, or E if you think
it is the end.

Wait for students to write on their whiteboards and hold them up so you can see them.

That one was tricky! If you thought it was the beginning, you were right. It told us where
the story was happening - the school, and who it was about, or the character for the
story - Sally. Does that make sense? Wait for students to nod in agreement or shake their
heads if they don’t understand. Make note of any students who don’t understand.

Put the end example up on the board and read to students: Sally went to bed excited to
go to school the next day.

Wait for students to again write on whiteboards.

You guys got it! That was the end of the story. It told us that now Sally likes to go to
school, which means she must have solved some sort of problem. Does that make sense?
Wait for students to nod in agreement or shake their heads if they don’t understand.
Make note of any students who don’t understand.

Put the middle example up on the board and read to students: Sally took a deep breath
and closed her eyes. She knew the audience was staring at her, but she kept her eyes
closed.

Wait for students to write on whiteboards.

That’s right, this is the middle of the story. Sally, the character, is in the middle of

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performing an action. I’m not sure what the action is, but it’s requiring her to close her
eyes. Does that make sense? Wait for students to nod in agreement or shake their heads
if they don’t understand. Make note of any students who don’t understand.

Great! Now I am going to give each of you either the beginning, middle, or end pieces
that we just talked about. I don’t have the rest of the details for this story - that’s where
you guys come in. You are going to take the piece of the story I give you and start writing
about it!

Hand out the pieces of the story and pieces of paper. Allow students to quietly write or
bounce ideas off of each other before they start writing. Circulate the class ensuring
students are staying on task.

Differentiation:
- May need to allow certain students to work in partners for the whiteboard
activity if they struggle with writing
- After you get the rest of the class going on their free-writing activity, gather the
students who did not get the answers correct during the whiteboard activity, or
who struggled to follow your explanations, to address their understanding before
they start writing.
- if students are struggling to write using the prompt you have given them,
encourage them to draw the next part of the story instead

Positive Learning Environment:

- Ask students to wait until you say, “3, 2, 1, reveal!” before holding up their
whiteboards so it’s not a race to see who gets the answer first
- Use an online sound meter during the writing activity to show students when
their talking is getting too loud.

Transition: Clap hands to get students’ attention. Pause and wait until you have
everyone’s attention.
Great job everyone! I hope that writing activity helped you think about the different parts
of story and why it matters to know what part of the story you are working on.
Closure Time
Now we are going to share what we have written. In a minute, you are going to need to 5 - 10
find a partner. Share your writing with your partner, and I want you to guess whether minutes
your partner was given the beginning, middle, or end piece to write about.
Everyone ready? Ok go!

Give students five minutes to share and then get the classes’ attention. How did
everyone do? Wait for nods or thumbs up.
That’s great! I hope you’re starting to see why it’s really important to be able to create a
beginning, middle, and end for a story, as well as a character and a setting. Next class,
we are going to use what we learned today about parts of a story to make our own
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story! But now it’s time for math, so put your writing in your LA folder and get out your
math folder.

Lesson
Windblown Part 3 Date
Title/Focus
Subject/Grade Time
ELA Grade 2 45 minutes
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Students will listen, speak, read, write, view and represent to comprehend and respond
Learning
personally and critically to oral, print and other media texts.
Outcomes:
Specific
2.4. Create narratives that have beginnings, middles and ends; settings; and main
Learning
characters that perform actions.
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Create a short story that includes a beginning, middle, and end
2. Include a setting, main character, and problem in their story
ASSESSMENTS (How I will know students have achieved the objective(s))
● Students will complete a self-assessment of their work using the checklist created from the review
discussion as a class
● Students will complete a peer-check of their work before getting checked by the teacher
Prior to the Lesson MATERIALS AND EQUIPMENT
● Make sure all students have a creature from lesson ● Book – Windblown (as reference)
1 (students who missed that class may need to ● Paper and pens/pencils
use one of the samples or quickly create their ● Laptops
own)
● Class set of ipads
● Print off checklists
● Print off performance tak sheets

PROCEDURE
Introduction Time
Ensure students are seated and listening. Display the creatures from Lesson 1. Do you 7-9
remember these?! Wait for enthusiastic response. We are going to create a story for minutes
them today!
But first we need to remember the parts that make up a story. As the review is discussed,
write down the key points on the board or type them on the computer and project it for
the class to see.
- How many parts are in a story? (3)
- What are the three parts called? (beginning, middle, end)
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- What should be mentioned in the beginning? (character and setting)

- What are some examples of settings? (school, forest, home, dentist office…)
- What should be mentioned in the middle? (character performing action)
- What could your character be doing? (writing a test, going for a run, cooking
dinner, getting a filling…)
- What should be mentioned in the end? (the result of this action for the character)
- How can we make our narratives more exciting? (use descriptive words)
Transition: Excellent! Guess what we just did? We created a checklist for the stories that
we will be writing today. This will come in handy in a bit - first though, we need to create
our stories.

Body Time
Say to students: I am going to hand out your worksheets in just a minute. First you will 31 - 33
brainstorm ideas of what your story will be about, and then you will start creating it! minutes
Your story should include a beginning with a setting, a middle where your character
performs an action, and an end that finishes the action mentioned in the middle. If at any
point you forget what your story needs, just look at the poster we made last class (point
to anchor chart on board).

You can create your story any way you want - you can write it, type it, draw it, or narrate
it on the ipad. While you can work with a partner to come up with ideas, I want each
person to come up with their own story. Any questions?

Okay, can someone tell me what what you are going to do now? (create a story with a
beginning, middle, end, setting, and a character performing an action).
Perfect! If you are wearing red come grab your character and any materials you need -
either an ipad or paper and pencil. (wait for them to clear out). If you are wearing
purple... Orange. Blue. Pink. Green. Black. White.

Allow time for students to create their stories. Circulate the classroom and ensure
objectives are being met.

When you get a sense that some students are starting to finish up, get students’
attention by dimming the lights. Wait for it to be quiet before starting to speak.

A few of you are starting to finish up which is great! There are two checks you need to do
before coming to me.
First YOU need to make sure each item from the checklist is in your story.
Once you feel confident you have each item checked off, find a BUDDY who also has the
list done.
Read each other's story and make sure your buddy has each part done.
If you both think you have a finished story, add your name to the board and I will call on
you to come up and do the final check with ME.
While you wait you can read a book or play a brain game on the ipads.
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Can you repeat back to me the three checks you are to complete when you are done?
(Read the story to yourself, have a buddy read it, have the teacher read it)

Great! Come pick up a checklist from this empty desk when you are done.

After completing the final check, tell your student to print their story off if they typed it
up, or share it with you if it is a recording. Have them put both the story and their
character in their LA folder.

Clap a pattern to get everyone’s attention at about the 40 minute mark (5 minutes left of
class). Wait for everyone to clap the pattern and settle down.

Whether you are done your story or not, we need to move on to our next lesson. If you
are not done your story and it’s on the computer, save it to your file and shut down the
computer. If you think it is done, please print a copy and put it in your LA folder.
If you wrote out your story, whether it’s done or not, I would like you to put it into your
LA folder. Also I want EVERYONE to put their character into their binder.
Thumbs up? Go for it.

Differentiation:
- students who are done everything can help complete buddy checks for students
who are not done or read a book quietly
- by allowing students to create their story in the method of their choosing, they
can demonstrate their understanding of the five components of a story without
struggling with the writing (if that is an issue for them)
- if possible, recommend students who may struggle with the self-check pair up
with students who can help keep them accountable during the peer check

Positive Learning Environment:

- play quiet music in the background
- allow students to work wherever they are most comfortable; at a desk, in the
corner, on the floor
- encourage students to be creative and remind them that their own ideas are
both good and valid if they are struggling to come up with ideas

Transition: Once most students have completed that task, start a countdown from 10
and have students sit in their seats. Say to students: I hope you were able to use your
character to start creating the parts to your story.
Closure Time
To get a sense of where the class is on this task, say to students: If you are done your 5 minutes
story and your three checks sit in your seats. If you need more time stand by your desks.
Assess where the class is at.
- If almost everyone is sitting: We will share our stories with a group of classmates
in our next class!
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- If it’s half and half or majority needs to keep working: We will have time next
class to finish our stories.

Thanks everyone for your hard work! Now please get out your math folders…

Part D: Assessment Components to be Included

Embedded formative assessments

- Whiteboard checks: Allows the teacher to see individual student understanding of key concepts.

Allows students to practice identifying the components of a narrative in a low-stress setting, as

they know their answers will not be seen by other students. By requiring students to answer

questions regarding the components of a sample narrative, this activity links directly to SLO 2.4,

and helps students develop an understanding of the concepts so they can put them to practice in

the summative assessment. (see lesson plan 2 for specific activity and questions)

- Review discussion: Allows the teacher to form a general picture of class understanding and

retention from the previous lesson. Allows students to recall information or review it by listening

to other students’ answers. Again this activity requires students to answer questions regarding

the components of a narrative, which links directly with SLO 2.4, and helps students solidify an

understanding of the concepts so they can put them to practise in the summative assessment.

(see lesson plan 3 for specific activity and questions)

- Performance task checklist: Allows teacher to focus on understanding of the components and not

on extraneous factors, telling them exactly where each student is on understanding each

concept. Allows students to build their understanding by self-assessing their work and assessing

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a peer’s work. The checklist contains the five components listed in SLO 2.4. Because it is an

evaluation of the students’ summative assessment, it should contribute to student success on

the assignment. (see attached document for checklist and lesson plan 3 for how to incorporate it

in the lesson)

Summative performance task

Students create a narrative that includes a beginning, middle, end, setting, and character that performs

an action after brainstorming ideas for each component (see attached performance task document that

would be handed out to students and below rubric)

Rubric

SLO 2.4 Create narratives that have beginnings, middles and ends; settings; and main characters that
perform actions

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Thoroughly Meets Approaching Not Yet

Meets Standards Standards Approaching
Standards (4) (3) (2) Standards
(1)
Beginning/Middle Narrative has Narrative Narrative Narrative
/End (x3) a descriptive has a has a does not have
beginning, beginning, beginning, a beginning,
middle and middle and middle or middle and
end end end (at least end
one, but not
all three)
Setting (x1) Narrative has Narrative Narrative Narrative
an elaborate describes a mentions a does not have
setting setting setting a setting
Character (x2) Narrative Narrative Narrative Narrative
includes a includes a includes a does not
descriptive character character include a
character performing but not an character
performing a an action action performing an
vivid action action

Total: /24

Part E: Personal Reflections (rationale)

Our lesson begins with an inquiry question that is broad enough to allow for student voice and

interest but is linked back to the program of studies for grade two language arts. The focus of the
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lessons is primarily on one SLO, which was a strategic choice to allow for scaffolding of the concepts

related to our inquiry question. The first lesson is rooted in Windblown, our inspiration not only for

creating the characters that will later be used to make narrative, but for our entire mini unit. This lesson

is focused on one of the five concepts we need to cover, which serves well to introduce the mini-unit

and ease students into the world of creating narratives. Because it is introducing students to several new

concepts, this mini-unit would fit well at the beginning of the school year. You may still be unsure of

where your students are in their writing skills, and these lessons would be a fun way to build classroom

community by encouraging students to share their characters and narrative and displaying them for

others to see.

The second lesson builds students’ foundational knowledge of what is included in a narrative.

Instead of simply delivering the content, we purposefully designed the lesson to include standing and

sitting, whiteboards, individual work time, and sharing with partners. This variety helps build student

engagement even though students are essentially reviewing the same knowledge several times.

Although the third lesson is designed around completing the performance task, there is still time in the

introduction of the lesson to recall the knowledge previously discussed. By spreading one concept over

three lessons, we allow for students to truly gain and develop the knowledge, skills, and attitudes

required for creating an interesting story at the grade 2 level.

In EDUC 3501, we discussed four questions that one needs to consider when shaping

instructional decision making: Who are my learners? What are the objectives of the lesson? How will I

engage my learners? How will I know my students are learning? These four questions were consistently

in the back of our minds while creating this unit plan. When thinking about who our learners are, we

constantly questioned whether our tasks, directions, questions, vocabulary, and even transitions were

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suitable for a grade 2 classroom. We built flexibility into our time slots, because we wanted to be

realistic and adaptable. Grade 2 students aren’t always going to be able to focus for a long period of

time, so instructions had to be concise, limited, and check their understanding by having them repeat

instructions back to us.

As we considered ‘what are the objectives of the lesson?’ in each aspect of our unit planning, we

found ourselves constantly referring back to the SLOs and GLO. In doing so we were able to identify that

there was the potential to introduce irrelevant variance in our lessons by requiring students write their

narrative instead of create them. As the SLO does not measure writing ability, we changed the wording

of lesson three and the performance task from ‘writing a narrative’ to ‘creating a narrative.’ We also

made sure to reiterate at each transition how the lesson tied back to the SLO and what the students

should be focusing on in order to be successful at completing the SLO.

The third consideration of ‘how will I engage my learners?’ was also at the forefront of every

aspect of lesson planning. Considering we had grade 2 students, we knew their attention span was

limited. Therefore, we had to focus solely on the main learning objectives, and think of ways to have the

students be involved in the learning process. This was established primarily through breaking up long

periods of students sitting and receiving information - we knew even a class discussion will only keep

them engaged for so long. By breaking up learning and engaging students in their own construction of

meaning, we were able to use a constructivist instructional design instead of a more traditional model.

Additionally, we provided time throughout the three lessons for students to put their thinking skills to

work rather than simply having them recall information in the form of a quiz, which we knew students

could find boring or stress-inducing.

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As for our last consideration, ‘how will I know my students are learning?’ we embedded several

formative assessments in our lessons as previously mentioned, in addition to the summative assessment

from the performance task. The purpose of these assessments is not just to know if the students are

learning, but to gage the pace of instruction. Although we have set up this unit in three lessons, in reality

we have to be flexible in knowing that not all students learn at the same pace. As such, the review

discussion was purposefully designed at the beginning of lesson three because if students don’t

understand the 5 components of a story at that point they are not ready to create their own story. While

three lessons may work for one class, another class may need four or five lessons to grasp the same SLO.

Lastly, but arguably most importantly, we have incorporated into our lessons considerations for

creating a positive learning environment. These considerations are important as they promote student

desire and motivation to perform a task or work towards an understanding. As we learned in EDUC

3502, autonomy, competence, and relatedness are essential for creating a positive and motivating

learning environment. Our unit plan allows for autonomy as we have provided very clear instructions for

student expectations, yet there is considerable room for choice in how they want to demonstrate their

newfound knowledge and skills. This blends into the idea of building competence in the classroom,

because we want our students to feel confident and proud of the work they put into the tasks we ask of

them. This can only be the case if there is a sense of relatedness - when a student feels that their

teacher cares for their learning and is committed to aiding them, they will strive to achieve the learning

outcomes and impress their teachers. By encouraging students’ ideas and creativity, we are letting them

know that their ideas are valid and that we care about them and their learning, which helps develop that

sense of relatedness.

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The process of creating this mini-unit helped reinforce the idea that planning a lesson isn’t

always as straightforward as you may think, and that linking three lessons to one overarching inquiry

question is even more difficult. However, when you start to incorporate the considerations that go into

any good lesson, from strategic and engaging instructional strategies, who your learners are and how

you will know they are learning, to how to build a positive learning environment, the lesson plans begin

to shift. These considerations are what allowed us to create three cohesive lessons that while answering

the question of ‘how do we make an interesting story?’ also begin to shape learners into lifelong readers

and writers.

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