Week
Sunday
Unit/less
on/
Content
Stories unit/
Lesson 9
Monday
Tuesday
Stories unit/
Lesson 10/ part
1
Stories unit/
Lesson 10 / part
2
Punctuation
marks
Quotation marks
Repeat students
understanding
towards
punctuation
marks like; full
stop, comma,
question mark
and exclamation
mark.
Understand
quotation marks
and apply it in
writing
The students will
be able to:
Tell the
using of
each
punctuatio
n marks;
full stop,
comma,
question
mark and
exclamati
on mark.
Use each
mark of
the four
on their
writings
The students will
be able to:
Understan
ds the
uses of
quotation
marks.
Writing
speech
sentences
using
quotation
marks.
Story elements
Notes
Wee
k3
Learning
outcome
s
Learning
objective
s
Make sure if the
students absent
on this day to
repeat it to them
since if they
missed it, writing
stories will be
difficult to them
Identify the four
elements of the
story; character,
setting
(time/place),
problem and
solution.
The students will
be able to:
Identify the
four
elements of
the story
especially;
character,
setting
(time/place
), problem
and
solution.
Start
learning
how to
write a
simple
story using
Wednesda
Stories unit/
Lesson 11
story mind
planning +
sequencing
words
Make a letter
parents to he
their children
practicing sto
mind mapping
home.
Identify comm
sequencing
words; first,
then, next, af
that and at th
end.
Plan a mind
mapping for
making a sho
story
The students
be able to:
Locate
sequen
g word
on writ
senten
Model a
mind m
using
elemen
of story
and
perviou
lessons
make a
story.
the story
elements
which are;
characters,
setting
(place),
problem
and
characters.
Activities (5-7 minutes)
A1/ tell the
students to close
their eyes and tell
them story to
imagine what
happened and if
we call this thing
a story or not.
(try to give a
story that missing
a solution to let
the students think
that the story is
missing important
element)
Q/ what was
wrong with the
story? What about
this one?
Say the story
again with the
solution and ask
them about their
opinion.
(10-15 minutes)
A2/ choose four
students and let
them take a
pervious prepared
elements stick
from three cups in
front of the class.
(Each cup had an
element label and
(5-7 minutes)
A1/ let students
match sentences
have
punctuation
marks with their
names cards.
(7-10 minutes)
A2/ give each
group a
punctuation
mark then let
them write
examples for it
with drawing
showing the
meaning of their
sentences on
each notebook
(7-10 minutes)
A3/ tell the
students to write
about what they
like about their
favourite
characters using
punctuation
marks with it on
a worksheet
(7-10 minutes)
A1/ show the
students
examples of
quotation marks
then teach them
how to mime it
(ex; let student
make peace
signal two
fingers on each
right and left
hand, fold it then
open it again).
Practice it many
times with them
orally.
(7-10 minutes)
A2/ show the
students a
picture of two
people talk
together and ask
them to come
and suggest
what are the
saying by using
quotation mark.
(5-7 minutes)
A3/ give the
students a
worksheet which
have three
conversation
pictures without
any writings on
(10-15 minute
A1/ read a
shared story
which have so
many sequen
words then as
the students t
came up with
the sequencin
used and writ
on the board
(show them
some exampl
first and expla
them what is
meaning of
sequences
words)
(3-5 minutes)
A2/ give the
students anot
story for each
pairs then ask
them to
underline the
sequencing
words used.
(check answe
on the board
when they fin
(10-15 minute
A3/ ask stude
about the
elements of t
story and writ
on the board
10-15 different
props to each
element) ex; the
setting element
sticks it will be
written at the
park or on the
clouds.
Each of the three
students will take
one stick from
one cup;
character, setting
and problem. the
fourth student will
Suggested a
solution and the
other students will
say if the agree or
have another
solution.
For more
interesting class;
chose one more
students or more
to act the story.
(7-10 minutes)
A3/ Write a story
using the four
elements and
draw the problem
and solution, give
students a table
of suggests
problems and
solutions to help
them with writing.
HL- writing their
problem and
solution without
(problem and
solution) helping
bank paper
then ask them to
write the speech
using quotation
marks (to find
conversation
pictures, comics
will be great)
then ask them
mention some
the character
settings,
problems and
solutions. The
ask them wha
adjectives the
want to descr
the four
elements cho
with and write
near their
pervious
answers on th
board.
Give each gro
a 3A poster to
their own plan
then present
ML- writes the
problem using
problem &
solution bank
paper but without
having helping
pictures.
LL- - write the
problem using
problem &
solution bank
paper but with
having helping
pictures.
Resource
s/
material
s
A1/ prepared a
story that have a
solution and one
without solution
A2/ 15 prepared
elements sticks
for each
character, setting
and problem.
three cups had
the three below
elements labels.
Assessm
ents /
checking
A3/ A story
worksheet that
have gaps on the
four elements (problem and
solution) helping
bank paper with
pictures (problem and
solution) helping
bank paper
without pictures
pencils - crayons
The students will
be evaluated by
their retelling
A1/ punctuation
sentences
papers punctuation
names cards
A2/ punctuation
names cards
pencils crayons
- notebooks
A3/ worksheet
about favourite
character
pencils- crayons
A1/ Board
markers
A2/ pictures of
two people talk
without any text
written on it.
A3/ worksheet
which have three
conversation
pictures without
any writings on
it pencils.
A1/ Board
marker - sha
story which h
so many
sequences wo
(ex; Romall at
the Beach by
Eleen and Kim
Grauer _
https://www.y
ube.com/watc
v=4sRaaAiAV
A2/ goldilock
and the three
bears worksh
that have
sequencing
words penci
highlighters
A3/ Board
markers A3
papers, penci
crayons
Correct their
Activity 3
worksheet and
Check the
students activity
3 worksheets if
Give students
another story
that have
understa
nding
story by using the
sticks and finding
a solution for the
stories problems.
correct their
mistakes to
rewrite it again
at home
I will see the
students
understanding of
making a story by
evaluating their
stories by a
writing rubric
about their writing
skills in
capitalization,
punctuation,
handwriting
(spacing), and
spelling and how
much their
drawings
matching what
they did write.
Evaluatio
n
Class Dojo
website
evaluate students
who participate,
give super
answers, behave
well and do their
work well.
evaluating their
stories by a
writing rubric
about their writing
skills
Class Dojo
website
evaluate
students who
participate, give
super answers,
behave well and
do their work
well
they missing
something or not
then correct
them orally
corrections
instead of doing
it at home since
some parent
could write on
their place
Class Dojo
website
evaluate
students who
participate, give
super answers,
behave well and
do their work
well
sequencing
words and as
them to
underline it a
home.
Give another
assessment fo
students to
make a story
plan during th
weekend choo
the elements
from things th
will see later
they can put
their sister as
character and
put the same
describing
adjective that
match their
sister or they
can put the
beach they w
to as setting)
Best student
the day receiv
a card of supe
student for a
whole week a
get simple
present The
student chose
by highest po
on Class Dojo
Students who
the two
assesments g
4 extra points
class Dojo. 2p
for each
homework
Justification: (
For the third week, I will identify the most important elements of stories and
starting to teach them the ways of writing focusing on punctuation marks
especially quotations and sequencing words then start with them mind mapping
to organize their thoughts for later witting. From teaching practice, students who
was absent on the elements class was confused about the whole writing thing.
They were showing not understanding on the next lessons they taught so I
suggested repeating the lesson for them to make them understand the base of
stories. As for activities, I plan to do more critical thinking activities where the
students try to figure out answers and build it up to new information (Snyder &
Snyder, 2008). One of the activities will be about telling a story and imagination by
closing their eyes to let the students understand the story more and focus with
it. In addition, doing imagination activity could help the students to be creative
during their learning process in the future (Vygotsky, 1930/2004). Another Activity
that I will do it on the future is mind mapping to let the students focused on what
they will write and organize their ideas about the four elements that they will do
it on their writings later. Polsen (2004) had supporting the idea of using mind
mapping to help individuals see the whole picture of what they are doing; he
added mind mapping leads to individuals developing the ability to clearly
see an issue and understand its elements and structure. Moreover, Im
thinking to let the time of this activity (mind mapping) to be longer than the
others activities to around 10-15 minutes since students could take a really long
time modelling their mind mapping. From Semester 4, I taught grade 6, they
were taking the half of the class period only to map their stories to make it
specific and clear. In addition, with this length of time, the teacher could easily
guide the students, correct their misunderstanding over a point on their mind
mapping and focus on help low levels with some examples.
Furthermore, I will focus more on doing differentiation activity to focus on each
student level (high, medium and low) to help them develop into better. From my
point of view, making a plan for each student level in an activity, help the
teacher herself to know her students needs and their learning progress. Ankrum
& Bean (2008) also thought differentiation activities are important to children
since it helping students overcome their obstacles on learning. The most
important thing while doing differentiation activity in the class should be without
showing the teacher focus on specific students since students will see it as the
teacher like someone over the others. I did once an differentiation activity and I
was helping high level students with their challenging questions more than
students come to me saying miss why do you like them more than us because
of that teachers should split their time into the three levels equally. At last, I will
do for students with differentiation activity a rubric where I go around checking
their understanding over some skills like; capitalization, punctuation, handwriting
(spacing), spelling and how much their drawings matching what they did write.
References used:
Ankrum, J. W., & Bean, R. M. (2008). Differentiated reading instruction: What and how. Reading
Horizons, 48(2), 133-146. Retrieved from: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?
article=1076&context=reading_horizons#page=64
Polsen, K. (2004), How Do Pupils and Teachers View the Use of Mind Mapping in Learning &
Teaching?. G.T.C Scotland Teacher Researcher Programme. Retrieved from;
http://www.gtcs.org.uk/web/FILES/FormUploads/mind-mapping-in-learning-andteaching1781_342.pdf
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. Delta
Pi Epsilon Journal, 50(2), 9099. Retrieved from; http://reforma.fen.uchile.cl/Papers/Teaching
%20Critical%20Thinking%20Skills%20and%20problem%20solving%20skills%20%20Gueldenzoph,%20Snyder.pdf
Vygotsky, L. S. (1930/2004). Imagination and creativity in childhood. Journal of Russian and East
European Psychology, 42, 7-97.
