Lesson Plan Template

Name: Ms. Spence, Ms. Stanley, Ms. Stephens

Grade Creative Writing 10 Topic Mask Based Character Sketch

Date TBA Allotted Time 80 minute block

STAGE 1: Desired Results

Cite sources used to develop this plan:

BC ed curriculum, English in Middle School and Secondary Classrooms- Kendrick James, Writing a
Character Sketch- Educationworld.com http://www.literarydevices.com/style/

Rationale: How does this lesson fit in with the unit being studied? How does this lesson prepare for future
learning? How does this lesson relate to the students’ real life?
This lesson provide students an opportunity to make meaning. Also, this lesson helps students
understand how previous knowledge (ie Fairy Tales) of literature helps form our own literary process.
This is important, as it helps students understand that writing process is often not formed on new
ideas. Also it helps them become aware of their own writing style and vocabulary by consciously
exploring and applying elements of style. Lastly, by starting with a character sketch, it helps students
develop how to plan their writing.

Prior Learning: What previous learnings do students need to know to be able to be successful in the lesson?
How does this lesson extend prior learnings? What connections if any can be made to First Nations Culture and
ways of knowing?
Students will have already made and decorated their plaster mask and have it present as a source of
inspiration. Students will also have knowledge of fairy tale modes and motifs, as we will now be
asking them to apply this knowledge practically. Student will also need intermediate writing skills
(differentiation available).

Curriculum Connections: What Big Ideas (Understand,) Core and Curricular Competencies (Do), Content
Standards (Know) does this lesson develop? What connections if any can be made to First People’s principles
and ways of knowing?

Understand
● Big Ideas:The exploration of text and story deepens our understanding of diverse, complex ideas
about identity, others, and the world.
● Texts are socially, culturally, geographically, and historically constructed.

Essential or Guiding Questions: How do ubiquitous texts shape culture and vice versa?
 Do
Core Competency: Creative Thinking and Communication
Curricular Competencies:Respond to text in personal, critical and creative ways.
Transform ideas and information to create original texts.

Know
Content Standards:Text forms and text genres, writing processes, elements of style

STAGE 2: Assessment Plan

Learning Intention(s):
What will students learn?
Evidence of Learning:
How will students show their
learning?
By the end of this lesson, students will be able to recognize and apply fairy
tale motifs. Students will also learn about allusion, and how to incorporate
classic literary ideas into their own creative writing
Students will complete a character sketch that incorporates an
understanding of literary stock characters related to fairy tales. Students
will then use the character sketch to create a piece of writing that
incorporates these motifs with intentional elements of style
See attached rubric for assessment

Criteria: Indicators of success are if students are able to create a unique character
What criteria will help that features fairy tale motifs/archetypes.
students know how to be They are then able to use that character in a larger, creative context.
successful?

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation are required?

-chrome books (for creative writing)

-student’s personal mask
-Exemplar masks/pictures for class activity
- large paper for placemat brainstorming
- writing utensils for each student
- Character Sketch Worksheet
- Character Sketch and Assignment worksheet

Differentiated Instruction (accommodations, adaptations, extensions, other): How will you plan for students
who have diverse learning abilities/behaviour or require enrichment?
- Pair student X and others appropriately for dialogue: e.g potentially put strong students with E.L.L
learners
- Weight the character sketch heavier for students who need more structure (but require more robust
answers)
- offer scribe service accordingly
 - Modify elements of style portion for students who are struggling

Lesson Development

Connect (Hook):
How will you introduce this lesson in a manner that engages students and activates their thinking (pose
questions, build background knowledge, capture interest, make connections, share learning intention)?
Teacher will Students will Management Pacing
*Assumes students sit in pod
seating*

Welcome Class, go over day’s Listen, get settled The day’s agenda will be on
plan the board

-Present an exemplar mask to -brainstorm characteristics - group check ins to 10 mins

each group of students. Ask
them to brainstorm
characteristics about the
exemplar. Purposely leave
“characteristics” vague to
allow different kind of
responses.
about exemplar “placemat” ensure students stay
style on task
- ensure each student
has a writing utensil
so they can be
“heard”
- let them know that
each group will be
presenting their
character to the class
for accountability.

Body:
Process (activities):
How will students interact with new ideas, build understanding, acquire and practice knowledge, skills
and/or attitudes? How will you build in any guided practice? How will you embed assessment activities?
Transformation (application):
How will students apply and/or practice learning, incorporate personalized representation of learning,
and/or provide “real life” applications?
Management strategies:
What decisions will you make regarding groupings, passing out and collecting in materials, questioning,
monitoring progress, safety, clean up, getting student attention, etc?
Diversity:
How will you meet the needs of diverse learners?
Teacher will
-have each pod have one
member present their
character mask and a few
things about them.
-Highlight the variety of
answers and celebrate the
interpretations. Emphasize
how we rely on our prior
literary knowledge, and that’s
okay! even good! It’s about
making it your own: I.E you
used what you know about
Snow White, but you didn’t
say “this is Snow White”
-Present assignment. Go over
the criteria. Focus on
Character Sketch
-Hand out Character Sketch
Worksheets and mask.
Emphasize that this is the first
step.
-Have them work
independently on Character
Sketch worksheet. Let them
know to use this time wisely
since we will be moving on to
the descriptive/dialogue scene
tomorrow
Student will
-listen while each group
presents
-listen
-listen and read along
-prepare: get out a writing
utensil, clear off desk, etc..
- Work independently on
character sketch
Management Considerations Pacing
-depending on class energy,
either choose by popsicle >10 mins
sticks or allow students
choose their own
representative
- Wait time during
conversation, encourage 5 mins
more robust and developed
answers
-Emphasize that they just did
this. 5 mins
-Explicitly draw attention to
examples that just happened
in class
-have someone hand out the
character sketch worksheet 5 mins
while you hand back the
masks.
-Ensure you did not allow
them to take the masks
home so they cannot be
forgotten
-allow for some discussion,
but ensure the volume stays 45 mins
at an appropriate level by
walking around and doing
check ins
Closure: (2 – 5 min)
How will you solidify the learning that has taken place and deepen the learning process?
Teacher will Students will Management Pacing

-Recap what tomorrow will
look like (working on the
descriptive/dialogue scene)
Emphasize the importance of
keeping the character sketch
worksheet safe as they will be
using it tomorrow.
- put their character sketch in
their binder when they pack
up
- gauge where the class 5 mins
is: if most are done,
assign the rest of the
sketch for homework
if most aren’t done,
give time tomorrow

Reflection What was successful in this lesson? If taught again, what would you change to make this lesson
even more successful and inclusive for diverse and exceptional students? What timing adjustments might you
make?