Lesson:

Story
Structur
e

Class: English Language Arts

Cours
e:
Grad
e 4/5

Brayden
Haidenger

COURSE OUTCOMES
English Language Arts
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
Dramatic Arts
SECOND GOAL
To develop competency in communication skills through drama.

SPECIFIC OUTCOMES
English Language Arts
Generate ideas
use a variety of strategies for generating and organizing ideas and experiences in oral, print and other
media texts.
Structure texts
produce oral, print and other media texts that follow a logical sequence, and demonstrate clear
relationships between character and plot.
produce narratives that describe experiences and reflect personal responses.
Dramatic Arts
STORYTELLING
-General Speaking Skills
develop the following vocal skills: recognize and reproduce the articulated sounds of standard speech
speak clearly speak with ease speak expressively speak with energy speak with an appreciation
of the flexibility of the voice as an instrument learn concepts of pitch, pace, pause, rate, intensity,
volume

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1.)-Recognize elements of a narrative: such as character, beginning, middle, end, and setting.
(Knowledge)
2.)-Summarize how the elements relate to each other and the order in which events occur.
(Comprehension)
3.)-Tell a story to the class clearly and effectively. (Synthesis)

MATERIALS AND EQUIPMENT

-White Board
-White Board Pens
-Class Fair Tale- Handout
-Top Hat
-Desk space

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have the White Board wiped clean with room to write.
-Have handouts printed beforehand.- One for each student.
-Have the classroom arranged in a manner so all the students can see the whiteboard.
-Bring Tophat.

PROCEDURE
Introduction
-Greet the students from Recess and ask them to sit at their
seats and prepare to be engaged with the lesson.
-Inform them that they will require a pencil.
-Ask if any students have brought or know a story of Napi and
wish to share with the class.
Body
-Have students share their Napi stories with the class.
-Give students guidance in how to present to an audience.
-Project their voice.
-Stand should width apart.
-Remember to Breath.
-Remind the class how to be good audience members.
-Thank students who share with the class.
-Handout Class Fairytale Sheet.
-Give students time to fill in boxes.
-While the students fill out their sheets, write Setting,
Characters, Problem, and Solution on the White Board.
-Place Top Hat in the center of the class.
-Get students to crumple up their sheets without ripping
them.
-Have the students then throw the paper wades into the top
hat, without getting out of their seats.

Time
3 min
Time

10 min

10 min

-Pick up stray papers and put them in the hat.

-Explain that the teacher will pick a paper from the hat and
take what is written in the box for setting and write it on the
board.
-Then take another paper out of the hat and use what is
written in the box for character and write it on the board.
-Repeat till all the sections are filled with random student
answers.
-Use the elements on the board to improvise a Fairy Tale story.
-Once the story has been told, ask the students to identify the
Beginning, Middle, End, Characters, Setting, Problem, and
Solution.
-Can you identify who the main character of the story was?
-Can you identify where the story took place?
-Ask students to explain how the beginning, middle, and end
relate to each other.
-How did the story start?
-What happened next?
-How did the story end?
Closure
-Thank the students for their work, and guide them into the next class.

2 min

3 min

Time
2 min

Assessment
-Formative observational assessment of how the students tell their
Napi Stories. Learning Objective 3.
-Formative observational assessment of how the students are able to
answer questions relating to the elements of Narrative. Learning
objective 1 and 2.

Additional Notes: