Lesson #

Fantasy Story Writing

Teach
er
Date
Time

Unit/Stra
nd

Fantasy

Grade

Ria Beekman
March 23
40 minutes (x2)
6

CURRICULUM OUTCOMES
GLO:
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print, and other media texts.
SLO:
2.3 Understand Forms, Elements and Techniques
Understand forms and genre
- Identify key characteristics of a variety of forms or genres of oral, print and
other media texts
Understand techniques and elements
- Discuss the connections among plot, setting and characters in oral, print
and other media texts
2.4 Create Original Text
Generate ideas
- Choose life themes encountered in reading, listening and viewing activities,
and in own experiences, for creating oral, print and other media texts

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. List the elements of a fantasy story and find examples of each (from Tuck Everlasting).
2. (Begin to) write/plan their own fantasy story.

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Observe students throughout the lesson. Are students coming up

with the right ideas?
What is a fantasy story? What are the elements of a fantasy story?
How can I create a fantasy story that is still believable?
Fantasy story planning

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Math 5
Pushing the Pencil Edmonton Public Schools
Teachers book (Teaching types of writing)

MATERIALS AND
EQUIPMENT
Smart board slides

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Advance
Organizer/Agenda
Transition to Body

Introduction
Ok Grade 6! Lets get starting in 3.
-

What is a fantasy story?

Prepare smart board slides.

Print worksheets.
Today well be talking about fantasy stories what
they are and how to write one. Well relate back to

Time
1 min

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Tuck Everlasting to find examples of the different

elements of a fantasy story.
Body
Smart board slides:
- What is a fantasy story?
o (Give examples and non-examples and
ask students which ones were
fantasy.)
o Def: they are based on a writers
information. Writers are free to
imagine the world and their characters
any way they want, just as long as the
readers believe them.
- Elements:
o Main Characters: often have magical
qualities and can do things ordinary
people cant do
o Setting: a place where magical things
often happen
o Problems: the good force struggles
with an evil force and the good
force wins
o Situations: magical situations that
disrupt normal lives
- BRAINSTORM IDEAS
- Steps:
1. Invent Characters.
2. Choose a problem to solve.
3. Develop the plot. (Problem,
roadblocks, climax, resolution.)
4. Find a setting.
5. Get started.
6. Build suspense.
7. Make it believable.
Remember:
Use loonie words
A: Observe students throughout the lesson. Ask
students if they understand how to write a fantasy
story and how to make it believable.
D: Ask different leveled questions to different
students and provide many examples so that all
students can start to formulate an idea for their
fantasy story.
Continue a fantasy story as a class:
- You are in a pet shop looking at the fish,
rabbits, cats, dogs and birds. Just as you are
about to leave the pet shop one of the

Time

20 min

40 min

animals calls your name. You turn around.

You are even more surprised when the
animal starts to tell you the story of how it
got into the pet shop. It is an amazing
story.

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation
CLOSURE:

Assessment of
Learning:
Feedback From

Group work (2-3 students per group):

- Students will be provided with a fantasy
story starter which they have to complete.
o Characters are interesting and
believable
o Problems clearly explained
o Characters run into at least three
roadblocks while solving their
problems
o Create suspense
o Remember: The way your characters
talk, act and think is believable
o The problem is solved by the end.
- Remind students that while they are
finishing these stories they should start to
think about what they can write their own
fantasy story about.
A: Observe students while they are working in
groups and finding characters, setting etc for their
fantasy stories.
D: Some stories may be more complicated than
others. Also, some stories may relate to rural life
while others relate to city life (or other topics).
Students will start to plan their own fantasy
writing:
- Students will receive a planner on which
they can start to brainstorm ideas.
- Discuss afterwards.
A: Observe students. Take note of the ideas they
come up with and whether they are identifying the
elements of a fantasy story.
D: Different leveled questioning.
Thank you all for participating! Tomorrow we will
work on our poems again. Remember that your
poem and your fantasy story need to be done by
April first.
Closure
Observe students throughout the class. Are
students participating in discussions and able to
come up with ideas to use in a fantasy story? Can
they think of believable ideas?
Ask students what they enjoy about fantasy

20 min

1 min
Time

4
Students:

Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

stories. Ask questions throughout the lesson

during whole class discussions and during group
work to find out what students know about
fantasy story writing.
Provide students with positive feedback
throughout the lesson to encourage them. Provide
guiding questions to students so that they receive
their own ideas to start their story.
Please put away your books/binders. Enjoy your
lunch.
Reflections
UhhhLanguage Arts?! Sure! Ill teach thatI might need
some suggestions/help along the way though. Yes, Im
definitely willing to try something new and so I took the
grade 6 LA class. Fantasy stories were never my favorite
but I can definitely make suggestions along the way. I
started by reviewing the elements that we needed to have
in our fantasy stories. We related everything to the novel
that they had been studying earlier (and I had read over the
weekend). We did a few practice fantasy story writing in
small groups and then I sent students off to the library to
start their writing. Students were actually quite excited.
Some of them started right away while others needed to get
a few ideas flowing first. So far language arts isnt that bad
to teach! Im actually glad that my TA is giving me this
opportunity to try something new, exciting and different (far
from my major!).

After the first snowfall of a year, a man who lives alone in the woods sees
a giant set of footprints leading up to his barn.
1. Every night, a man hears music behind his house. When he finally
investigates, he discovers a circus in the middle of nowhere that
disappears each morning.
2. After falling asleep during history class, a teen wakes up to find his
school and town apparently abandoned, for what looks like years.
3. A man comes home from work one evening to find that his couch is
missing. Where did it go?
4. I could hardly believe what happened the day Mr. Moon came to our
class to be the substitute teacher! It all started when he walked into
our classroom carrying a strange-looking hat

5. It seems like just any other morning until you realize that you have
grown wings during the night.
6. One day the world wakes up and one color is missing! Tell what
happens when this one color disappears. Is there a way to get the
color back? How does the story of the disappearing color end?
7. Something very strange happened while I was playing a game on the
computer the other night. As I moved the mouse across the pad, I
heard a low humming sound and the screen began to glow. I felt a
tug. Suddenly I felt myself being pulled inside the monitor. The next
thing I knew.