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Lesson Plan Program of Study

Grade/Subject:___4/Engish Language Arts____________ Unit:__________Narrative

Elements_________________ Lesson Duration:__20 minutes___

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of lesson: Students will become familiar with one of the main
elements of narrative: characters. They will discover the various ways
characters are developed as well as understanding characters through three of
the literature strands; listening, reading, and visually representing.

General Learning Outcomes: 2.2 Respond to Texts, 2.3 Understand Forms, Elements, and Techniques
Specific from Program of Study

Specific Learning Outcomes: 2.2.2 Construct Meaning from texts; connect the thoughts and actions of
characters portrayed in oral, print, and other media texts to personal and classroom experiences.

2.3.2 Understand Forms, Elements, and Techniques; identify and explain connections among events, setting,
and main characters in oral, print, and other media texts.

LEARNING OBJECTIVES
Students will (be specific)
1. Become familiar with one of the main elements of narrative: characters.
2. Brain storm with peers regarding what a character is and how they are developed.
3. Will create an open mind portrait of a character to better comprehend that character through their appearance,
actions, dialogue, and monologue.

Inquiry Question: What are the main elements of narrative? How are these elements meaningful? How are these
elements developed?

Guiding Questions: How is a character developed? What is a character and why are they significant?

That support the lesson

ASSESSMENTS
Formative:
Observation: Teacher will watch and listen to see
how students work in discussion groups
Key Questions: Assess students responses to key
questions (see above)
Product: the completion of an open mind portrait
of a character

Summative:
Open Mind Portrait
With Attached Rubric

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LEARNING RESOURCES CONSULTED

Resource #1: Language and Literacy
Resource #2: 50 Literacy Strategies
Resource #3:
MATERIALS AND EQUIPMENT
*Copies of the Paper Bag Princess
*Open Mind Portrait Template
* Pencil Crayons
Chart with elements of character
PROCEDURE
Introduction (_5-
7_min.):
Hook/Attention Grabber: Students will be asked what a character is (In form of grand conversation). We will discuss
how a character is who the story revolves around. We will discuss who is eligible to be a character. They will also be
asked how characters are developed and how we describe characters. Show the Character Development chart. Discuss
the four main ways to develop character: appearance, action, dialogue and monologue. Discuss some well known
characters from popular culture. Ask everyone if they are familiar with the popular film Finding Nemo; then ask
students to close their eyes and paint a mental picture of Nemo. Call on students to get them to describe his physical
features and personality traits. Point out how those traits drive the story forward. Discuss how each of these traits fits
into the Character Development chart.

Assessment of Prior Knowledge: *this will be attained by asking the above questions* *use age appropriate and
relevant popular culture references to ascertain prior knowledge*

Expectations for Learning and Behavior:

Structure of the class Students are expected to work with peers as well as independently following an introduction to
the topic via direct instruction.

Advance Organizer/Agenda: Introduction via Direct Instruction->Grand Conversation and visualization->Learning

Activity (Paper Bag Princess Book Share)->Think, Pair, Share->Open Mind Portrait

Transition to Body: So while I read Robert Munsch's Paper Bag Princess I would like all of you to keep the characters
in mind. What makes Elizabeth special or different from a typical princess? How might we describe Elizabeth, Ronald,
and the Dragon?

Body (_10-11_min.):
Learning Activity: I will read Paper Bag Princess aloud pausing for discussion points and prompts such as Why might
Elizabeth ask the Dragon to do that? What might happen next any predictions? What do we think of Ronald so far?
What are Ronald/Elizabeth defining physical features?

After finishing the story students will pair up (think, pair, share) and come up with some ways to define and describe
both Ronald and Elizabeth. I will then bring them back and discuss what an Open Mind Portrait is and how to
construct one integrating some of the traits decided on in think, pair, share. The Open Mind Portrait gives us insight
into a character's mind using images, symbols, words, and phrases to exemplify some of the traits that pertain to that
character. I will show various examples and clarify what my expectations are regarding Open Mind Portrait in
conjunction with the rubric. Students will then, individually, create an open mind portrait of either Ronald or
Elizabeth. I will allow them to finish Open Mind Portrait in following class if necessary.

Closure ( _2_min.):
Consolidation/Assessment of Learning: Collection of Open Mind Portraits and viewing them in conjunction with
rubric

I will make sure they know we will continue working on Open Mind Portrait for the beginning of next class. We will
also discuss plans for next class and get them thinking about the next component of narrative: setting.
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Open Mind Portrait Rubric

Category Totally Rocks! Rocks quietly! Sort of Has a Beat Incomplete

Required Includes at least Includes at least Includes at least Not enough work
Elements three two one image/symbol
images/symbols images/symbols and at least one
and at least three and at least two word/phrase
words/phrases words/phrases
Graphics All graphics are Most graphics are Some graphics are Not enough work
Relevance appropriate and appropriate and appropriate and
relevant to the relevant to the relevant to the
character character character
Word/Phrase All words and Most words and Some of the words Not enough work
Relevance phrases are phrases are and phrases are
appropriate and relevant to the relevant to the
relevant to the character character
character

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Program of Studies: English Language Arts

Introduction

The English Language Arts (K-6) Program of Studies is a comprehensive document that
provides general learning outcomes and specific learning outcomes to ensure the integration of all
six language arts strands; listening, speaking, reading, writing, viewing, representing, and text.
Language is the basis of all communication and the primary instrument of thought. Language not
only constructs meaning, but also provides the foundation for communication by conveying
meaning as well as constructing it. Language acquisition and development is a continuous and
active process throughout a student's life that naturally progresses in terms of Program of Studies
specific outcomes. The ultimate aim of the English Language Arts Program of Studies is to enable
each student to understand and appreciate language, and to use it confidently and competently in a
variety of situations for communication, personal satisfaction, and learning. The ELA Program of
Studies also emphasizes the transferability of language comprehension abilities and skills to
establish cross curricular competencies and promote lifelong learning.
Rationale
English Language Arts provides students and society with a solid foundation to establish new
meanings and experiences in ones life. Once these skills are met, an individual can competently
use language in a variety of situations.
The main goal of English Language Arts is to develop literacy. With this tool, learners can apply
the strategies they learned and developed to comprehend a variety of circumstances, as well as
how to respond to them in different ways. Equipping students with all six literacy strategies can
influence and assist them to explore possible ideas and thoughts, and how to manage their new
found information.

Philosophy
Albertas education philosophy centers around the importance of English Language Arts in
preparing students for success in the present and future. Clear student learning outcomes and high
learning standards allow students to reach the goal of English Language Arts; to understand and
appreciate language. This means using language confidently and competently in many situations

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for communication, personal satisfaction, and helping students become lifelong learners and
responsible, contributing citizens. The English Language Arts curriculum recognizes our society is
rapidly changing, directly affecting the language we use and what language is effective. Language
is a significant part of personal identity, extending experiences, and personal relationships.
Through the six strands of English Language Arts students are given the tools to think and
consequently cause action, ultimately making a difference in society.

Knowledge, Skills, and Attributes:

The competencies for the ELA curriculum (further reading here) are divided into eight main
categories:

Critical Thinking: This first component involves interacting with text, and analyzing or
synthesizing ideas from the text. It can be shown through generating questions, making inference,
and confirming predictions.

Managing Information: Students should gather, select, and synthesize information from a variety
of sources to develop ideas and understandings. Revision of writing, as well as organizing
information when creating text is vital. Students will also evaluate the authenticity and the
credibility of ext.

Problem Solving: In English Language Arts, this involves applying strategies for reading
comprehension and writing skills. Students should learn to determine the goals of their writing,
and build their metacognitive skills to monitor comprehension of language. They should also
demonstrate perseverance, flexibility, and creativity to realize language learning goals.

Creativity and Innovation: This component features exploring language forms to express ideas,
evoke emotions, and provoke thoughts. Playing with word choice, sentence structure, or figurative
language are all ways students can demonstrate this competency.

Communication: The use of expressive and receptive language/text to create effective interactions
with others. Students should select conventions of language appropriate to specific purposes,
contexts, and audiences, display empathy, and develop stylistic techniques to enhance their
understanding of text.

Collaboration: This component involves working with others to develop language, exchange
ideas, and to enrich understandings. By seeking out and considering the needs or perspectives of
others, students can display competency in this KSA. Students also should offer constructive
suggestions or ideas, share roles and responsibilities, and respect diverse expressions and opinions.

Cultural and Global Citizenship: ELA involves exploring literature that reflects not only
Canadian values and perspectives, but also international ones. Students will learn to recognize how
language and text preserve history and the expression of cultures by engaging with texts from a
variety of cultures. They will learn to understand themselves, and to empathize with the
experiences of others portrayed in stories and text. Using the power of language to initiate change,
address issues, resolve conflicts, and contribute positively society. This competency ties closely

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with collaboration and with communication.

Personal Growth and Well-being: Language can be used to express personal identity and to form
relationships. This is looked at from a variety of perspectives, being used for making sense of the
world, achieving personal and academic goals, expanding interests, and developing students own
thinking. This component features an appreciation for how language shapes personal identity,
voice, and self-confidence.

General Outcomes:
The general outcomes featured in the English Language Arts program of study remain the same
from kindergarten to grade six. They feature the development of student abilities in each heading,
rather than creating a new focus in each grade.

Students will listen, speak, read, write, view, and represent:

1. To explore thoughts, ideas, feelings, and experiences (Alberta Learning pp. 6)

Focus on (specific outcomes):
Discovering and exploring
Clarifying and extending
Related competencies: Managing information, critical thinking, communication,
personal growth and well-being

2. To comprehend and respond personally and critically to oral, print, and other media
text (Alberta Learning pp. 16)
Focus on (specific outcomes):
Using strategies and cues
Responding to text
Understanding forms, elements, and techniques
Create original texts
Related competencies: Managing information, communication, creativity and
innovation, problem solving

3. To manage ideas and information (Alberta Learning pp. 46)

Focus on (specific outcomes):
Planning and focusing
Selecting and processing
Organizing, recording, and evaluating
Sharing and reviewing
Related competencies: Managing information, collaboration

4. To enhance the clarity and artistry of communication (Alberta Learning pp.64)

Focus on (specific outcomes):
Enhancing and improving
Attending to conversations
Presenting and sharing
Related competencies: Creativity and innovation, collaboration, communication,
personal growth and well-being

5. To respect, support, and collaborate with others (Alberta Learning pp. 86)

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Focus on (specific outcomes):

Respecting others and strengthening community
Working within a group
Related competencies: Collaboration, communication, cultural and global citizenship

Practical Suggestions for Teaching ELA

For ideas on resources to use in an ELA classroom, click on this link. This Alberta Education
resource lists a number of established texts, as well as the appropriate grade level to use them in.

The examples below will both illustrate suggestions for teaching this subject, as well as the
development one can see between the grades, despite the same GLO and SLO:

In order for students to demonstrate that they can construct meaning from texts (GLO 2.2):

In kindergarten (pp. 13) they can: Discuss the issues and responsibilities of owning a pet after
reading stories about pet.
In grade one (pp. 14) they can: Listen to Chester Bear, Where Are You? and respond to
such questions as: Have you ever lost a favourite toy?
How did you feel?
In grade two (pp. 15) they can: In groups, create murals to tell the story events in
sequence.
In grade three (pp. 15) they can: Write a journal entry about how they felt in a situation
similar to one in the accompanying text.
In grade four (pp. 17) they can: Identify the main events of the story and discuss how and
why one event leads to the next.
In grade five (pp. 13) they can: Choose a favourite character (in the accompanying text)
and write a description, supported with examples, of what
the character looks like, the characters actions, the
characters personality and what the character says.

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Reflective Record

I started this project with an idea in mind of where I wanted to end up. This idea changed and

transformed numerous times over the course of this project. The English Language Arts Program of

Studies was a major contributing factor in the evolution of my lesson plan. I originally started with an

idea of what I wanted to do; that was until I consulted the ELA Program of Studies. When I realized

that my idea didn't adhere to the Program of Studies outcomes and objectives I went back to the

drawing table. This project clarified the planning process, for me, in terms of how to approach lesson

planning and specifically the sequencing of the planning process. After choosing a few over lapping

specific outcomes to target I began my search for appropriate corresponding resources and started

planning for my assessments. In this way I deeply considered and integrated both the general outcomes

and the specific outcomes of the Program of Studies rather than just considering my own learning

values. This project also illuminated the significance of the Program of Studies not as a guide or

suggestion, but rather as a legally binding document.

After deciding upon POS specific outcomes, and consequently interpreting them, it was time to create

a lesson plan and activity/activities that taught those outcomes in different ways to different learning

styles. It was very eye opening to think about how many elements go into producing a successful

lesson and lesson plan. Differentiation, learning styles, fair assessment, and timing were all major
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concerns in regard to my lesson planning. I kept written text simple and concise to account for ELL

students and for our learning activity students had the option to draw as well as write their ideas to

ensure fairness. Though I began with direct instruction to introduce the topic and concepts I also

incorporated several interactive teaching strategies early on to plan for student engagement as well as

student contribution.

The flow and progression of the lesson was also a major consideration in terms of planning. Though it

was important to me to use direct instruction initially to solidify some of the foundational knowledge

and concepts I also wanted to give my students the opportunity to brainstorm their own ideas and draw

parallels to their existing knowledge. Following direct instruction we had a grand conversation as a

group prior to our first learning activity. This grand conversation allowed the students the chance to

express their thoughts and ideas in a safe space or listen to the ideas of others. Having students weigh

in and contribute also helps to develop meta cognition by means of encouraging the students to

consider the concept and their own interpretations of that concept, but also by letting them offer their

own ideas and interests in regards to the content or topic.

Although I knew the material very well going into the lesson I still felt a little nervous. As the lesson

progressed the nervousness mostly dissipated, but I did struggle with eye contact and lack thereof over

the lesson. My peer feedback noted this a few times. In the future I will be more conscious of the level

of eye contact that I employ in my lessons with my students as eye contact can determine and reflect

not only how my students regard me, but also the confidence I have in my own abilities. There were

times during the lesson that felt a little rushed, however, I largely think this had to do with the time

constraints. I will use this feedback going forward and integrate it into my teaching.

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Student Name: Jill (English) Assessed by: Jessica Maneschyn

Fair Good Excellent

Needs Slight Well on
improvement improvement, your way.
Criteria adjustments extra practice
and will help.
reworking.
Teacher Presence: X
- Clarity of Voice X
- Directive X
- Personable X
- Professional (appropriate and contextualized humor is ok, cracking jokes X
and/or giggling is not)
Communication: X
- Clarity of Voice can be easily understood. X
- Speaking with intention of teaching and reinforcing X
learning.
- Professional X
Lesson Content: X
- Organized and sequenced X
- Clear learning objectives X
- Direct links to KSA X
- Timed/ Good flow X
- Age Appropriate X
Critical Feedback (Short Paragraph) areas for improvement - specifics on any of the above
checked fair or good can flow onto back of page

You did an amazing job of being engaging and introducing concepts in a novel way. Love that you
asked for examples to link concepts to personal experiences and help us to remember things. The
lesson was concise and age appropriate. The worksheet was also very helpful and well thought out.
KSAs were slightly unclear but you did mention that the English POS was broad so it might just be
due to that. Loved it!

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