STUDENT TEACHER LESSON PLAN - PRACTICUM WINTER 2021

Mon, Wed, Thur, Story Workshop – 3 Frame Writing – Focus = Beg/Middle/End – 1

Date Mar 15/17/18 Lesson Title Elaboration, Depth, Detail. Grade Level
2021
ELA 31/40/47
Time in Lesson Subject Lesson #
50-60 MIN/block
Developed by
RICK SIMMS

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

22B Construct meaning from a variety of texts - I can tell or represent the beginning, middle, and end of stories.
24B Identify and apply structures when creating texts - I can write, represent, and tell brief narratives about my ideas and experiences.
41D Experiment with literary techniques to enhance my work - I can use words and pictures to add details.
51A Respect others and appreciate diversity to strengthen community - I can share ideas and experiences through conversation and play.
Objective in student-friendly language Assessment Strategies
What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…understand characters and
why they are important for stories, why it is important and build on
skills to add character details to their true small moment stories and
understand the value of writing stories over a longer period with
specific emphasis on beginning, middle, and end. Understanding that
writers add depth and detail to elaborate and build upon their story
ideas.
* I can statements above.
Formative - as learning. Class brainstorming, student interviews as
they work - peer feedback as they share.
Summative assessment of final written work on 3 Frame writing
worksheets to as per RVS indicators. * Telling stories rubric
(attached at end of plan)

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Story workshops kits, clipboards, 3 Frame Writing Printout, pencils. Multiple Modes of Entry for creating stories. Building with loose parts
kits, drawing, and writing. Explaining that all students will write one
Digital board to share. sentence, some will write two, while others will write more.

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE
Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Students have been working with story workshop and are familiar with the routine. Today is to emphasize that stories are not always created
in one day. We will be focussing on building a longer story over the course of three days, each day to focus on the beginning, middle and then
the end. This will help students understand the value of adding more depth and detail in stories. These three lessons will connect to other story
workshops through adding characters, setting, and problems to our climbing stories.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduce Mini lesson each block for reiteration and emphasis Responding to cues, offering discussion insights. 10 min
– Remind students of story hand concept. Brainstorming on ideas of different settings.
Revisit graphic while I Hold up thumb to represent character,
next finger for setting, next for what I was doing, next finger
problem or event, then finally how it was resolved or came to
and end. Characters, setting, what was going on,
problem/event, solution, result. (Connect to climbing story)

Make connection to beginning, middle, and end. Remind and

emphasize that stories are not always created in one day. We
will be focussing on building a longer story over the course of
three days this week, each day to focus on the beginning,
middle and then the end.

Day 1 - Instruct students that today we will be only building,

drawing, and writing about the BEGINNING of our stories.
Set up expectations while explaining that this will be a final
product that we share with families (connecting to upcoming
conferences soon to happen) to show growth of writing and
story building over the year. Showing your best grade one
effort and work to represent our growth.
Adapted from Wiggins, Grant & J. McTighe (1998)
Have students number their writing pages and add name and
date.

Explain that all students will write one sentence, some will
write two, while others will write more. Once students have
built, they will write, add drawings, and color time permitting.
Give example of my stories beginning.

Think of an actual true story that you really happened to you.

Who was with you? Where were you? This is the beginning of
your story and we will build only page 1 – the beginning
today.

Day 2 – Instruct students that today we will be only building,

drawing, and writing about the MIDDLE of our stories.
Remind students to review the beginning of their stories to
build upon for the middle today.

Challenge students with “how to build upon our beginning to

add more details to the middle?” “How could we use our
drawings to add meaning to the story?”

Remind of expectations while explaining that this will be a

final product that we share with families (connecting to
upcoming conferences soon to happen) to show growth of
writing and story building over the year. Showing your best
grade one effort and work to represent our growth.

What was the event? What were the moments that took
place? What happened? How did you feel? What was a
problem or something that happened? This will be the middle
of your story.

Remind students that all students will write one sentence,

some will write two, while others will write more. Once
students have built, they will write, add drawings, and color
time permitting. Give example of my stories middle.

Adapted from Wiggins, Grant & J. McTighe (1998)

Day 3 – Instruct students that today we will be only building,
drawing, and writing about the END of our stories. Remind
students to review the beginning and middle of their stories
to bring it all to an end for today.

Remind of expectations while explaining that this will be a

final product that we share with families (connecting to
upcoming conferences soon to happen) to show growth of
writing and story building over the year. Showing your best
grade one effort and work to represent our growth.

How did the problem or event get solved or come to an end?

What happened to the characters? What was the setting when
it ended? This will be the END of your stories.

Remind students that all students will write one sentence,

some will write two, while others will write more. Once
students have built, they will write, add drawings, and color
time permitting. Give example of my stories end.
Instruct students to collect materials - stagger. Collect materials, begin to build beginning (middle and end on 15 - 20 min
Story Kits, clipboards and begin to build story for the subsequent blocks) of their stories. Share as asked with
beginning/middle/end of their stories (on the appropriate teacher.
workshop blocks) - SET WORK TIMER AND WRITING MUSIC
REMIND THAT THIS IS AN INDEPENDENT JOB WITH VOICE
LEVEL ZERO OR ONE WHEN SPEAKING WITH TEACHER.

Work room asking prompting and provocation questions

regarding their story creation - asking specifically about the
beginning/middle/end on each day.

Interview like a reporter to record their responses on voice

notes app for formative assessment as they work. Over the
course of the week, ensure to connect to each individual
student throughout their process.

Instruct students to collect writing books and pencils to begin Collect writing materials and workbooks to begin writing 15 – 20 min
Adapted from Wiggins, Grant & J. McTighe (1998)
writing about their stories. - challenge them to take risks and stories.
use their word strategies they have been learning to spell on
their own and the best they can. - chopping, sliding, sounding, Write stories.
etc.
Engage with teacher as requested to share about their stories.
Work room asking prompting and provocation questions
regarding their story writing - asking about specific element
of the days workshop block.

Engage students to clean up story kits and prepare to share Clean up story kits, prepare to share, share as called on time 10 min
their creations focusing on each element of the day – permitting.
beginning/middle/end.

Call on students to come to share their stories on digital

board.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Student interviews as they work, emphasize skills used to build and write stories. Students will have the opportunity to share their creations
and feel confident and receive peer feedback.

Post lesson discussions regarding the benefit of using story workshop strategies to build and write stories. Connect to I can statements.

PRE-SERVICE TEACHER SELF-REFLECTION

Adapted from Wiggins, Grant & J. McTighe (1998)
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions will
you take?

These are additional questions that can help guide your response to the three self– reflection questions.

● How do you feel your students experienced this lesson?

● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

Students are having great success with the looseparts story workshop kits. This allows them multiple entry points into the learning and allows
for multiple modes of expression. When differentiating the expectations, ensure to reinforce to students that “All will build, most will draw, and
some will write.” As well as reinforce for the young writers that “some will write one sentence, others will write many, while few may only try
to write short words” This really reinforces to students that not all learners are the same and not all learners need the same tools to help them
with their learning.

Over the course of the three block lessons – most students grasped and understood the value of having the three different sections to their
stories.

For next time – ensure to set very clear expectations of the work time. Also ensure to have a plan for those who may finish early and for those
that have big feelings if they don’t finish on time. There are many big feelings and this can really offset the work time if not properly handled.

Weaving in the FNMI perspective of oral story telling is a great way for those to share their stories who don’t necessarily have the same writing
skills as others. – They can still share their understanding of the learning concepts of the task. Making reference to the beginning, middle, and
end of their stories.

Adapted from Wiggins, Grant & J. McTighe (1998)

  Unit:  Telling Stories - Personal Planning Team:  Simms and
Subject:  Language Arts Narrative K. Kindermann
Grade:  One
Big Ideas: Guiding Questions:
 We all have stories to tell about our lives and experiences.  Where do we find stories?
 Play can help us tell our stories.  What makes a story powerful?
 Stories follow a particular structure.  How do stories begin? End? What happens in the
middle?
 How might you use the materials to tell a story from
your life?

 
Goals Access All Most Few Challenge
What I NEED to What I MUST What I CAN What I COULD What I CAN
know and do. know and do know and do know and do. TRY to know and
do

Content Goal: I know that small I know that small I know that small I know that small I know that small
Personal Narrative Stories moment stories tell moment stories moment stories moment stories moment stories
about something that tell about a tiny have a beginning, include details and entertain the
really happened. moment in time. middle, and end. transitions. audience.

I can represent a I can represent and I can represent and I can represent and I can represent and
I can tell or simple story about tell about a small tell a small tell a small moment tell a story in detail
22B Construct
represent the myself or my family. moment in time in moment story with story in detail using that entertains and
Meaning from a
beginning, middle the order it a beginning, appropriate includes my
variety of texts.
and end of stories. happened. middle, and end. transition words. reaction to what
happens.

I can communicate I can represent I can represent and I can represent and I can represent and
I can write, about myself or my and  share a story write a brief story write a story about write a detailed
24B Identify and
represent, and tell
LEARNER apply structures family. about a small about a small a small moment in story about a small
brief narratives
when creating moment in time moment in time. time with some moment in time.
 OUTCOMES about my ideas and
texts. that really detail.
experiences.
happened.

I can use pictures to I can use pictures  I can use pictures I can use detailed I can use detailed
41D Experiment tell my story and some words to and words to add pictures and some pictures and
I can use words and
with literary
techniques to
pictures to add tell my story. details to my story. specific words to specific words to
details. add details to my add details to my
enhance my work.
story. story.

51A Respect I can share ideas I can share about an I can share about I can share about I can share about an I can share about an
Adapted from Wiggins, Grant & J. McTighe (1998)
others and experience I’ve had. an experience I’ve an experience I’ve experience I’ve had experience I’ve had
and experiences had using loose had using loose using loose parts, using loose parts,
appreciate
through
diversity to
conversation and
parts and/or parts and/or pictures, and some pictures and several
strengthen pictures. pictures, and/or sentences. sentences.
play.
community. some words.

Adapted from Wiggins, Grant & J. McTighe (1998)