Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

What Does the Fox Say?

Grade
Level

Grade Four

Subject

Social Studies, English, Native America

Studies

Date
Time
Duratio
n
Teache
r

Nov. 3, 2016
40 minutes
Jade Oldfield, Adam
Gibson, Mark Argyle

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Social 4.2 - Students will demonstrate an understanding and appreciation of the

role of stories, history and culture in strengthening communities and contributing to
identity and a sense of belonging.
ELA 2.0 Students will listen, speak, read, write, view and represent to comprehend
and respond personally and critically to oral, print and other media texts.
Social 4.2.1 appreciate how an understanding of Albertas history, peoples and
stories contributes to their own sense of belonging and identity.
recognize oral traditions, narratives and stories as valid sources of knowledge
about the land, culture and history
ELA 2.4 Create Original Text
use a variety of strategies for generating and organizing ideas and
experiences in oral, print and other media texts
produce oral, print and other media texts that follow a logical sequence, and
demonstrates clear relationships between character and plot

LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Appreciate literature from the First Nations, Metis and Inuit background
2. Create their own story that follows a logical sequence and demonstrates a clear relationship
between character and plot

ASSESSMENTS
Observations:

Did students participate respectfully?

Do students understand the instructions?

Key Questions:
Products/Performa
nces:

Can students work together in small groups to complete the

assignment?
Where do we see FNMI influences in todays society?
Formative Paragraph Frame worksheet
o Did students fill out the worksheet successfully? This will be
used for their reference later on.
Formative Show of fingers for students to describe how well they
understood the parts of a story.
Formative Rough draft of the storyboard. This will be taken in at the end
of class, reviewed by the teacher and handed back when students start
the performance task.
o Did students fill out their storyboard in a logical sequence
with the required components? Provide notes for any
changes to be made/

LEARNING RESOURCES CONSULTED

ELA Program of Study
http://ed3508.weebly.com/4-videocreation.html
https://www.storyboardthat.com

MATERIALS AND EQUIPMENT

Paragraph frame worksheets

Storyboard sheets
Writing Utensils
How Fox Saved the People book

PROCEDURE
Prior to lesson

Students have learned about significant Southern Alberta FNMI geographic

areas and the importance of traditional oral stories.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Introduction
Whats your favorite animal?
Who has written a story before?
Who knows what is important to have in a story?
Students will listen respectfully while the teacher reads
the story
Students will raise their hand if they have questions or
something to contribute to the class

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior

ASK:
ASK:
ASK:

Agenda

Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Handout Paragraph Frame Worksheet

Review What Makes a Good Story PowerPoint
Review answers to worksheet with class
Read How Fox Saved the People
Handout Storyboard Sheet
Assign students into groups of three
o These groups will be determined before this class
based on the teachers understanding of the class
dynamics and individual student needs and
strengths.
Students will work together in groups to draft their
storyboard

SAY: Please clear off your desks and take out something to
write with.
Body
Review What Makes a Good Story PowerPoint (Whole Group)

Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

DO: Handout paragraph frame sheet (hand to front

desk and have students pass back)
SAY: Im handing out a fill-in-the-blanks sheet for you
to take notes with while we talk. This will help you
create your story next class. Please put your name up
top.
DO: Review slides on setting, character and plot (8
slides)
o Review Lesson Three PowerPoint notes
SAY: Everyone close your eyes and put your hands up.
Show me on your fingers how well you understood the
parts of a story. Five means yes I totally understand,
one means I dont understand at all.
SAY: Leave your papers and pens on your desk, well
need them after our story. First row, please move over
and sit in the reading area. Second row (etc.)

Read How Fox Saved the People to the class (Whole Group)

DO: Read book aloud to students

SAY: Now that weve talked about what makes a good
story, lets talk about the story we just read.
ASK: Where is this story set?
ASK: Who is the main character?

Adapted from a template created by Dr. K. Roscoe

Time
1 minute
2 minutes

N/A

N/A

2 minutes
Time
10
minutes

N/A

10
minutes
N/A

Lesson Plan Template ED 3501 (Version C)

ASK: What is the climax?
SAY: Last row you can move back to your desks,
second last (etc.)
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Students will draft their own animal themed story (Small

Groups)
DO: Hand out story board sheet
DO: Count students off into groups of three groups
will be pre-assigned by the teacher.
SAY: In your groups you have some time to draw out
what you would like to create.
SAY: Were working in group so that your classmates
can help you come up with ideas, these will also be
your groups for the online storyboard assignment.
SAY: Todays paper storyboard is NOT for marks, but
the online storyboard we start next class will be
SAY: Use your worksheets, make sure that you have
the following items in your six frames:
o Setting use one of the places we talked about
in our first class as the setting
o Main character
o A beginning, a climax and a resolution
DO: Start a time on the smartboard
DO: Circulate as students are working and offer help
where needed
SAY: You have two minutes left to finish your thoughts
SAY: Please return to your desks and send one of your
group members with your storyboard up to the front to
hand in your paper.

N/A

Closure
SAY: Today we discussed what makes a good story
and started writing our own story.

Consolidation of
Learning:

Feedback From
Students:

ASK: Does anyone have any questions from our

activities today?

Feedback To
Students

SAY: Everyones stories are looking really good so far!

Ill give them back to you next class with some notes
to help with you with the rest of the assignment.

Transition To Next
Lesson

SAY: Next class were going to be working on the

Chromebooks to start building our storyboard online

Sponge
Activity/Activities

10
minutes

Time

5 minutes

Show students the website well be using for the online storyboard
https://www.storyboardthat.com

Adapted from a template created by Dr. K. Roscoe