Learning Plan: ELEMENTARY & SECONDARY1

Student Teacher Ayoub Drouiche Co-operating Evangelia Partheniou

Teacher(s)
Date 17/05/22 & Start/End 60 min Room 672
19/05/22 Time

Title of lesson Create your own character Grade level 6 grade

Subject English Topic Fairy tales
Relevance This is a reinforcement lesson that builds upon the students’ previous activities during the
unit as well as prepares them for future writing tasks. The students will reinvest the previous
readings they have done, readings that exposed them to various characters who all possess
unique characteristics.

Materials/Resources - Power point

Required - Hand out
- Computer
- Interactive White Board

QEP Subject Area Competency 2: to reinvest understanding of oral and written texts
Competencies - Students reinvest their previous reading of fairy tales and their understandings
- The student carries out meaningful tasks using strategies

Competency 3: to write texts

- The student prepares to write texts using strategies
-brain storming
- The student composes texts using strategies
-students mimic the structure of the example presented to them
- The student revises his or her texts using strategies
-students check their spelling, grammar and syntax

Learning Objectives - To develop the students understanding of characters in fairy tales to help them in
the creation of their own twisted fairy tale.
- To further develop the students understanding of the elements that make up a
character in a story

Essential Question(s) What important characteristics should a character have?

Lesson Introduction (hook): Student will know:

Timing Teacher gets students to reflect on the nature of the Students will know the various characters
characters they saw in the various fairy tales they read. they encountered in the stories they read
during the fairy tale reading activities.

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
1
 The teacher goes through the power point slides
15 min
1- Slide 1: students are brought to reflect on the 2 main
categories of characters main vs side characters and
heroes and villains. The students give examples of
each category to consolidate understanding.
Student will developpe their literary
understanding of characters which will help
them in high school when they have to
conduct character analysis.

2- Slide 2: students are brought to reflect on the 3

elements of a character refer to the notes

3- Slide 3: go over the instructions with the class by

asking students to repeat the instruction to ensure
that they are fully understanding what is expected of
them.

Students will do:

Students complete their “create your own character” sheet Students will create their own character
45 min on their own. If they have questions regarding spelling or and write a description of said character.
grammar, they can ask their elbow partner but aren’t
allowed to do the work in teams. They can also ask the Cross Curricular Competencies:
teacher any questions they have. To use information
- To put information to use
The teacher plays a supporting role in this part of the lesson,
the objective is to assist the students in the creation of their To use creativity
work without influencing them. The use of positive - To adopt a flexible mode of
reinforcement is key in this part of the lesson as to operation
encourage the student to fully engage with th activity. - To become familiar with all the
elements of a situation

To adopt effective work methods

- To perform task
- To analyze his/her procedure

Broad Areas of Learning:

Media literacy
- Understanding of the way the
media portray reality

Universal Design for Learning/

Differentiation:
- Allow students to assist each other
- Allow the use of dictionaries
- Allow the sue of computer for
those who need it
- Present a power point as well as
project the hand out and add any
explanation that might be added
during the lesson

2
 Closure (transition):
Students share their characters with the class, only if they
feel comfortable doing so. This will allow the students to
better appreciate the creativity that they all have but also to
better appreciate their uniqueness.
FORMATIVE - Assessment FOR learning:
Focus on students with weaker levels of
English by ensuring that they are on task
and have no questions. Also provide
assistance to those with learning
challenges.

FORMATIVE - Assessment AS learning:

Students share their work with their
classmates getting peer feedback and
assessing whether they feel like they have
completed at the level that is expected of
them.

SUMMATIVE - Assessment OF learning:

No summative assessment, this activity is
not graded but the success of the activity
will be based on how well the students
complete the task. The teacher will read
the work the students present and giving
them feedback really to help them improve
their future work.

Equity, Diversity & Inclusion (EDI) Considerations:

- students who may need computers can use them to write their character descriptions.
- Read the instructions out loud

Further considerations:
- Ensure that students are aware of what to do when they finish the work they had to do in order to prevent
students being disruptive.

Reflection:
- it is important to keep eye an out for the students who are weaker than their classmates and to ensure that
they are not discouraged by the activity.
- It is also important to keep an eye for the strong students to ensure that they don’t disrupt the slower
students who are done.

Professional Competencies:
- C2: Master the language of instruction
- C4: Implement teaching and learning situations
- C8: Supports students love of learning

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Notes:

Slide 2:

First we start with:

Main vs side: main character vs supporting characters

Slide 3:

Good vs evil: protagonist vs antagonist, helps the character achieve the goal or tries to prevent it

Slide 4:

goals and ambitions: can be positive or negative, to help or to destroy

Slide 5:

qualities the good part of the characters personality vs the bad faults

Slide 6:

job: what they do for a living

role: friend (7 dwarves), guardian (fairy godmothers)

position: king, queen, prince, princess, etc.

slide 8:

Instruction:

Students must create a fantasy fairy tale character

The description needs to have

- Qualities and faults

- Goals and ambitions
- Job title position

ideas:

different species, take inspiration from all kinds of stories not only fairy tale, i.e.: dragons wizards, elves and
more