Lesson plan includes...
Lesson Plan
Lesson 7: What’s the Problem?
60 minutes | Suitable for Grades: 1 - 2A 60 minute lesson in which students will develop a complication and resolution for a fairy tale.
This lesson plan includes the following resources:
Lesson Plan
Tuning In
- Ask the students to sit in a circle with the character and setting illustrations they have drawn in the previous lessons. Invite the students to share their characters and settings with the class. Encourage the class to suggest what might go wrong (the complication) for each character if they were placed into a fairy tale. Prompt the students where necessary by asking guiding questions:
- Could someone become lost?
- Could a special item be stolen?
- Could a nasty creature be on the loose?
- Could a magical object be causing trouble?
- Could a special place be overtaken?
Teacher Instruction
- Revise the elements of fairy tales addressed throughout the unit (see slides 6-7 of the Exploring Narrative Texts PowerPoint). These include (but are not limited to):
- beginning with “Once upon a time”
- magical elements
- a hero and a villain
- ending with “They all lived happily ever after”.
- Revise the purpose of the orientation, the complication and the resolution within narrative structure (see slide 8). Encourage the students to start thinking about a beginning, middle and ending for their fairy tale.
Guided/Independent Learning
- Provide the students with a copy of the Story Map Template. Explain that they are now going to plan their very own fairy tale, using the character and setting they have created. They must also decide what problem their fairy tale character is going to face in their story, as well as how they are going to solve the problem.
- Before the students begin planning their fairy tales on the template, ask them to shade the characters and setting boxes in blue, the problem box in red and the solution box in green. This will help them to establish the orientation, complication and resolution of their fairy tale.
- Monitor and support the students as they complete their fairy tale plans. Be sure to provide support for those students who may be struggling for ideas, guiding them towards some of the complications discussed during the tuning in activity.
Wrapping Up
- Check on how the students are progressing with their planning. Depending on the time limit set for writing, the students may need another lesson to complete their planning.
Differentiation
Extending Students
- Encourage more capable writers to include two main characters in their fairy tale, or for their story to take place over more than one setting.
Supporting Students
- Allow students who find writing challenging to verbally plan their fairy tale with the support of an adult scribe.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- EN1-7B
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
- EN1-9B
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
- EN1-10C
Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
- EN1-11D
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
Victorian Curriculum alignment
- VCELY230
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
- VCELT229
Build on familiar texts by experimenting with character, setting or plot
Australian Curriculum alignment
- ACELY1661
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
- ACELY1671
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
- ACELT1832
Innovate on familiar texts by using similar characters, repetitive patterns or vocabularyElaborationsimitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts (Skills: Literacy,...
- ACELT1833
Innovate on familiar texts by experimenting with character, setting or plotElaborationsinventing some speech, dialogue or behaviour of favourite or humorous characters through imagining an alternative event or outcome in the original text (Skills: Li...
Find more resources for these topics
EnglishWritingText TypesImaginative WritingNarrative WritingFairy Tales
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