Lesson Plan

Cycle Level:
Cycle 1, Year 2

By the end of this lesson, the students will be able to:

Inquiry:
Lets write a super story!

Group Size:

Date: Nov. 13, 2015

Time: 8:15 - undetermined
Duration: 2 hours

Write a story containing the key elements that ma

up a good story.
Write a story that makes sense.
Use proper sentence structure.
Use adjectives in order to make their story
interesting.

Materials:

22 students (whole class)

Writing booklets
Spelling dictionaries
Dictionary

Subject Competency:

C2: To write self-expressive, narrative and information based texts.

o Students will be working on this competency by writing a narrative text about superheroes an
villains by applying the knowledge they have received throughout the past weeks.
C3: To represent his/her literacy in different media.
o Students will be working on this competency by following a production process in order to
communicate with a specific audience.

Cross Curricular Competencies:

Organizes his/her work.

o Students will be working on this competency by completing the task at hand within the time
limit provided by the teacher.
Communicates effectively
o Students will be working on this competency by writing their stories and communicating to t
audience with proper structure and grammar.

Time

2 minutes

Lesson

Introduction:
1. After speaking about the villains, I will ask the students to go back to their
seats since they will have been sitting in front of the Smart board.
2. I will ask them to clear their desks and use their good listener powers to pa
attention to what I am doing and saying since this is an important task whi
will help me see if they know how to write a story or not.

Development:
1. I will explain to the students that we are going to start writing a super hero

10 minutes

2.
3.

4.
5.
6.

7.

story today. This means that the main character has to be a superhero of the
choice and the superhero has to save someone in the story.
I will show them the booklet that their work will be done in.
I will open to the graphic organizer and mention to them that this is what is
going to help them organize their ideas before they write their story. I will
them that I want them to show me their outline first and then they could go
to write their rough draft.
I will tell the students that they should not write on the lines that have an
on the rough draft.
I will tell the students that once they have finished their rough draft, they w
put their hands up and I will come around and check their rough draft. Onc
have checked their rough draft, they can start writing their good copy.
I will tell the students that they have resources at their disposal that they ca
use to write their stories. For example, the spelling dictionary, the word wa
dictionaries, the checklist, and the instruction sheet on the first page if they
ever get lost.
I will mention that their writing will be neat.

Tasks:
1. Students will have to write their own narrative text about a superhero/supe
heroine.
1 hour 30 minutes

Plan B: (if
students are too
rowdy and
distracted?)

Behavior
considerations:
Differentiation:

None

Since this is a summative task, the Plan B will not be different. If the stude
are distracted, I will regroup. I will ask them to stretch, remind them of the
rules, or take off and give Class Dojo points in order to refocus the student
the task at hand.

Timothy
o Tim has a hard time writing his ideas on paper. Therefore, on the
outline I will write trigger words that would help him write slightly
less. I will give Tim a separate outline that offers more visual suppo
and prompts.

Assessment:

This is the summative assessment of our superhero unit. It will be evaluate

through a rubric based on the checklist which will be provided to aid the
students in their writing.

Preparation before
the day of lesson:
PROGRESSION
OF LEARNING

Print booklets

Understands the purpose of writing (e.g., to inform, to entertain, to

communicate).
Writes to a specific familiar audience of family, friends and teacher.
Writes stories based on ideas, experiences and events.
Predictable story patterns.
Sequence of events.

Main character in a story.

The physical landscape and social context in which the action of story occu
i.e. its time and place.
Use of images to extend the story and to provide story details.
Understands the use of talk to compose a first draft of thoughts, ideas, and
information.
Title to indicate contents.