Lesson planning

This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s initials: F. Essam School: Pakistan International School Cairo

Subject/age group: Year 3 Date:

Learning objectives:

Session: Learning intentions: Success criteria:

1.10 Plan a story  Think of a new idea for a  Learners can think of a
story. new idea for a story.
 Fill in a story mountain  Learners can draw a
based on the main story mountain based on
events in the story. the main events in the
 Plan a story including story.
information on setting  Learners can plan a story
and characters. which includes
 Include dialogue in a information on setting
new story. and characters.
 Learners can include
dialogue in a new story.
1 Resources:
 Cambridge English Learners Book p. 32
 Story Mountain graphic organizer
2 Language support, including any key vocabulary:
 Story mountain: (Introduction- Beginning- Development – problem (exciting part) –
Solution (What happens next?) - Ending)
 Character - setting
3 Introducing the lesson: Timing:
 Show learners the covers of the Roald Dahl books, or share 15 min
online versions. Ask learners to name the characters they
have met in this unit.
 Ask learners to talk to their partner about the character
they like best and explain why they like that character.
4 Main activities: Timing:
Planning: 45 min
 Ask learners to look at the story suggestions in the learners’
book. Learners can use one of these ideas, but confident
learners can write a story using an idea of their own.
 Explain that learners will plot their story main events on a
story mountain.
 Suggest ways learners could introduce their stories (e.g. ‘It
was lunchtime and Matilda was trying to read the new
football poster on the school noticeboard’ ; ‘Mr. Wonka’s
Chocolate Factory was incredibly huge’ ; ‘Danny’s tiny, old
pony wandered slowly along the country lanes’).
 Explain that learners should make notes about words they
could use on their story mountain. Remind learners that
they should only write key words (e.g. lunchtime – Matilda
reading notice; factory incredibly huge; pony wandering –
countryside) or draw pictures.
5 Assessment opportunities: Formative
 Students will plot their story on the story mountain graphic organizer.
6 Differentiation opportunities:
 Differentiation happened as following:
- Visual: Posters
- Kinesthetic: writing.
7 Plenary and reflection: Timing:
 Invite learners to share their story plans with the class. 20

8 Homework (if required):

Solo project: Write about a memory
Choose a photograph from home that shows a scene you know
well and that reminds you of a happy time.

Notes: