UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor

Kaleigh Bell 5th
Teacher (if
applicable):

Krystal
Sims

Subject area(s): Unit Topic/Theme: Lesson Title:

ELAR Fantasy Fantasy

Characters

Relevant TEKS: Relevant ELPS: 1 (E) Relevant TX

5.16A Students will write
imaginative stories that
include a clearly defined
focus, plot, and point of
view; a specific, believable
setting created through
the use of sensory details;
and a dialogue that
develops the story.
internalize new basic and CCRS:
academic language by
using and reusing it in
meaningful ways in
speaking and writing
activities that build
concept and language
attainment
2 (G) understand the
general meaning, main
points, and important
details of spoken
language ranging from
situations in which topics,
language, and contexts
are familiar to unfamiliar
3 (E) share information in
cooperative learning
interactions

Lesson Objective(s)/ Performance Outcomes

Today we will create 3 characters for our fantasy story that include physical
and personality traits.

Assessment (Description/Criteria)

Individually going through each student's work by walking around and make
sure that they are filling out the outline. The students should answer each
 part using their own creative thinking. Once completed and work time is over
take up their work and check their papers for completion and if it fits with
their setting and conflict.

Materials and Resources

Anchor Chart that displays fantasy elements.

Orange Character outline paper
Pencil/ pen
Document camera

Management of the Instructional Environment

We will go over classroom expectations while reading the mentor text by

respecting the teacher when speaking and while working by reviewing
CHAMPS. If needed I will use Callbacks to redirect their attention back on
task or back on me.

When sharing their work with the class, students will show respect to the
student sharing. After they will use glows to praise them on their hard work.

Technology Integration

Document camera to share their characters and computer to show pictures of

characters from Harry Potter.

Diversity and Equity (Accommodations, Modifications, Adaptations)

low - students will have the time to brainstorm their thoughts before writing
also students will have the outline read to them. Allow the students refer back
to the anchor chart to assist their thinking during filling out the outline about
setting.

high - double check their work by re-reading the outline and check for
misspellings and grammar. Elaborate if needed.

Activities/Procedures

OPENING:
Start the class by having students come sit down on the carpet. Review what
we talked about Thursday, Fantasy Conflict. Explain that today we are going to
continue brainstorming ideas because we are going to writing our own fantasy
stories. Today we will be creating the characters in our stories. In fantasies,
characters can be whatever the students what it to be. They can be
supernatural, superheroes, or magic. *Be sure to talk about how these
Characters need to support they conflict the students have already created. If
you have a bad guy and a good guy because your conflict is man vs. man,
those characters should be included on their outline.
(6 Minutes)

Talk about Harry potter and the characters J.K Rowling has created. Show
picture of Hermione Granger- put personality traits and physical
characteristics on each side of the board. Allow students to take turns writing
their thinking on each side of the board. Take this time to ensure that students
have a grasp on the difference between personality and physical traits. Show
the character outline and talk through it with students using Harry Potter as
the mentor text. What kind of character are in the books? How was Harry
described in the books? What is a characteristic of Harry or any other
characters in the book?
(6 minutes)

Go Over CHAMPS
(1 minute)

Work Period:
Students will be given the orange character outline and be asked to go back to
their seats. They get to create the characters now for their world! How they
look and act! Remind students that they do not need to spend 15 minutes
working on their picture- they need to writing first, draw second.

Students will need to complete their character outline before they can begin
working on the setting or conflict outlines from last week.
(15 minutes)

Closing:
Choose 2-3 students who have successfully completed their setting outlines to
share with the class. Have all students come back to the carpet to listen to
their peers share. Each student will receive 2 glows from their classmates.
(3 minutes)

*Give out folders for students to keep up with all of their outline pages. Collect
folders each day.

Reflections and Documentation/Evidence of Lesson Effectiveness