Student-Teacher: Aisha Ali Alowais Date: 28th October 2018

EPC 2903 Primary Lesson Plan Year 2, Sem 2

Grade Level: 5
Subject: English
Learning Outcome : By the end of this lesson students will be able to..
Arrange the events of the chapters from the story on a story mountain.
Plan their own events on a boxing up story planner worksheet.
Write opening phrases for their sentences.

Resources Preparation (what do you need to do/make before

Starter: class?)
• The book ‘Charlie and the Chocolate Factory’ Create a soft and hard copy template of the story mountain
• Soft copy of story mountain template (adapted Print and cut the events and titles for the story mountain
from https://www.planbee.com/story-mountain- Prepare story planning sheets for students
template) Get an empty container for each group to include extra
• Printed story mountain templates questions for students to do.
• Differentiated paper cut outs of events of the Write down questions on each popsicle stick
story
• Glue sticks Key vocabulary/ Target Language
opening, build-up, dilemma, resolution, closing
Main Activity:
• Boxing up story planners Sentence openers:
• Flip chart used to model story planner LA: expanded noun phrases
MA: adverbs with -ly
• Literacy books
HA: fronted adverbials
Closing/Extension:
• Container
• Popsicle sticks with extra questions

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Opening:

Recap/summarize chapter 15 of Charlie and the Chocolate Factory with the students
-What happened?
-What was introduced?

Read chapter 17

Lesson:
Time: 25 min
Whole

Explain the sequence of events and what they mean on a story mountain (opening, build-up, dilemma,
resolution, closing).
Students are given 3 minutes to start arranging the events and order of headings on their own story mountain .
Teacher discusses students answers with them.
Teacher explains that each group will be using different sentence openers.
Teacher models boxing up story planner with her own idea.
Students will be adding events to their planner during main activity based off of their self-created room.
 Guided Experience (group working with the teacher) LA
2 groups:
All students will receive a boxing up story planner.
Students will individually write down events that could happen with the characters from the story. The events
will be in the room that they created in the previous lesson based on the chocolate room from the story. The
events will be sequenced according to the story mountain pattern.

LA will be using expanded noun phrases to begin their sentences.

Extension activity:
Question sticks group 1:
Write what you have learned today
Write a short letter to Willy Wonka
Use 5 adjectives to describe Augustus Gloop
Check your spelling

Question sticks group 2:

Check your spelling
Draw a picture of your factory room
Use 5 words to describe chocolate
Use adjectives to describe your favorite book

Teaching Assistant will guide one of the groups to assist the teacher.

Independent Experience (small group activity 1) MA

30 min
Small

1 group:
All students will receive a boxing up story planner.
Students will individually write down events that could happen with the characters from the story. The events
Time:

will be in the room that they created in the previous lesson based on the chocolate room from the story. The
events will be sequenced according to the story mountain pattern.

MA will be using adverbs that end with -ly to begin their sentences.

Extension activity:
Question sticks:
Write 20 verbs
Create a list of rhyming words
Write a letter to a friend inviting them to your factory room
Make a list of adverbs ending with -ly

Independent Experience(small group activity 2) HA

2 groups:
All students will receive a boxing up story planner.
Both of these groups are of more able students. Students will individually write down events that could happen
with the characters from the story. The events will be in the room that they created in the previous lesson
based on the chocolate room from the story. The events will be sequenced according to the story mountain
pattern.

HA will be using fronted adverbials to begin their sentences.

 Extension activity:
Question sticks group 1:
Make up a story about the characters
Make a list of fronted adverbials
Write 20 adjectives
Write a poem about the chocolate room

Question sticks group 2:

Write a short paragraph describing the chocolate room
Make a list of as many adverbs as you can
Write 20 superlatives
Write a letter to Augustus Gloop

Closing (review learning -LO)

5 min

Review the learning outcomes by asking students questions on what they’ve learned.
Students will finish up so that they can tidy their desks.
Whole
Time:

Assessment (to be done during activity time, who and what will be assessed?)
Students will be assessed on their ability to arrange the events on a story mountain as a group and on their own story
planner as individuals.
LA will be assessed on their ability to use expanded noun phrases as their sentence openers.
MA will be assessed on their ability to use sentence openers that are adverbs which end in -ly
HA will have to begin their sentences using fronted adverbials

References
Story Mountain Template. (n.d.). Retrieved from PlanBee: https://www.planbee.com/story -mountain-t emplat e
Reflection WWW/EBI

WWW:
I recapped the previous chapter of ‘Charlie and the Chocolate Factory’ then read chapter 17. This was
important for students to be able to do their task. It gave them a better understanding. Before having the
students arrange the ideas on a story mountain, I first explained what each vocabulary meant and then gave
them the work to do. While students were doing the starter activity, I assigned one person from each group
to glue on the sentences. This allowed for students to discuss the events together, but they wouldn’t start
arguing on who gets to glue the papers on and I used a timer so that they don’t take too long. When I saw
that some students were not sure of the meanings of adverbial phrases and expanded noun phrases which
they needed to use in their sentences, I gave them some examples and had them up on the board for their
reference. Before doing the main activity, I had a large sized flip chart to model the sentences on with my
own idea; this was then hung up on the wall for students to see and get a better idea of the way it should be
written. I found that giving the students more examples and things to look back at, the easier it is for them to
form their own ideas based off the original; as it is a good way to get students who are stuck and
unmotivated to have a basic idea to work off of. I had prepared extension activities, which worked well
because some students had finished early and had something to do.

EBI:
It would have been better if I had spent less time on explanations and some parts of modelling. This would
have allowed for students to have more time to work on the main activity. I would like to use a variety of
behavior management strategies and ways to gain the students’ attention. I would like to better time the
parts of the lesson so that there is enough time to check on students’ progress and then have a proper
closing to the lesson.

Behaviour management
I used strategies such as raising my hand and using a bell. For the next lesson, I would like to use a bigger
variety of strategies and alternate between them. For the most part of the lesson, the students were
attentive; for example, when I was reading the story and when I explained important points and gave
examples. It takes me a while to have their focus back on me when they get busy with something such as
material I’ve given them or work they were assigned. With a bigger variety of management techniques, this
could be alleviated.

Groupings/differentiation
There were five groups in total. Two groups were the high achievers. One group were the students who
were middle achievers. The other two groups were of low achievers. Each group had the same main activity,
but they had to use different sentence openers, ie. Expanded noun phrases, fronted adverbials and -ly
adverbs. The lower able students were provided with extra guidance. The teacher and TA would sit with the
two groups and clarify any confusion. Each classroom has students with different interests, learning styles
and levels of learning. (Arends, 2015) This is why I attempted to differentiate the activities based on what
the students’ learning style is and where their level is at. For example, the extension activities provided were
different for each level (HA, MA, LA) and some of the activities in the extension were aimed at visual
learners as they included drawing, others were aimed at students who enjoyed writing, such as writing a
short letter to a character from the book.
Next Steps in learning and teaching
For the next lesson, I plan on using more behavior management techniques. I would like to have well-timed
explanations and activities so that each section of the lesson is given proper closure. I would like to have a
chance to pause the main activity in the middle to check on progress and have an idea-sharing session for a
few minutes.

References
Arends, R. (2015). Learning to Teach. New York City: McGraw-Hill Education.