Foundation Public School

Lesson Plan Template

Grade: V

Subject: English Language

Day & Date: (Monday,11th No. of period/s: 2 ( 60 minutes) Materials / Resources: OIE Textbook
April 2022-Friday, 15th April 2022)

Topic: Flying High Sub-topic/s: Creative Writing

Day 1 and 2
Suspense Story

Learning Objective/s: Choose the words and phrases carefully to convey feeling and atmosphere.

Look For: (Learning Outcomes): Students will be able to describe their setting imaginatively and create suspense through description of the
atmosphere.

Methodology/ pedagogical outline Duration

Starter Activity:
Can you think of a novel you have read or 10 minutes
movie you have watched and you couldn’t stop
reading or watching it? That is the power of
suspense!! The reader is left hanging and needs
to read on in order to figure out what happens to
the character! Building suspense into writing
allows the author to give the reader a hint as to
what is to come!

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Students will be asked, “What was the suspense

in home alone?”

Students will be haunted with the setting and

situation of the story that Kevin was the
youngest in the family and he was bullied by
older siblings. Kevin wishes everyone to leave
and his wish is granted. He realizes he is alone
and he has to take care of himself.
Students will be asked what the suspense in the
movie is. (When Kevin plans to defeat burglars
he begin to protect his home and himself.)

Main Activity:

Teacher will ask students to focus on the 25 minutes

illustration on page number 122. They will be
asked, “How do we know that this is a suspense
story?” (The boys are hiding; it is a windy and
stormy night; the town is deserted.

Model Writing:

Read the explanation. Tell students what the

coloured coded boxes indicate. Teacher will ask
students to read the devices used for writing
suspense stories. Focus on dialogue and point

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out the words such as ‘say’. Say means

moaning, agreed, shouted. These words help
the reader to imagine the mood of the
characters.

Students will be explained three main

techniques of suspense in story writing.

Story Questions: One way is through story

questions. The simplest way to do that is to have
the main character raise a story question like;
What in the world is happening to my bike?
What was that sound in the woods? Did I really
just see what I think I did?

Word Referents: Another technique is word

referents. A word referent is a description of a
character or an object without naming it. For
instance: The creature stood on its hind legs and
growled. It lumbered closer and closer to me. I
felt its hot breath on my face and was frozen
with fear. The fish eater reached out a giant paw
and that was when I turned and ran. Notice the
author did not have to tell you it was a bear, but
rather was able to describe it without naming it
thereby creating a sense of anticipation in the
story!

Magic of Three. This technique involves using a

series of three sensory hints to build tension; the
third hint leads to a revelation. For example:

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Just then I saw large footprints in the snow and

anxiously looked all around me. Nothing else
was unusual so I kept walking. Suddenly from
out of nowhere a strange noise sounded very
close to where I was standing. My heart
pounded in my chest and I stood frozen to the
spot. Without warning a trembling began to
shake the trees around me and when I looked up
I was standing in front of a snow monster. When
building suspense, especially the Magic of
Three, authors use red flag words and phrases.
These include words such as; suddenly, without
warning, in the blink of an eye, instantly, a
moment later.

After explaining the techniques used in

suspense stories students will be provided an
example of suspense story about the manor
house attached below. Students will be asked to
make a story map for the manor house
(example of story map) is also attached below.

Student Practice (Classwork): 20 minutes

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Model writing part 2 (page number 123)

Table given on Page number 123 will be filled.

Formative Assessment⃰: 3 minutes

Students will be asked to read their starting

part of the story and the teacher will ask
students to analyze them.

Wrap Up/Plenary: 2 minutes

Students will be asked to highlight positive and

negative choices made by their peers at the
starting of their stories.

What differentiated activities will you use to facilitate learning?

How will you differentiate for learners who require additional support?
Students will be asked to work with peers and make story maps. Peer work will assist those who need help.

How will you differentiate for learners who require additional opportunities to deepen their learning?
Students who will be done with their work will make suspense story maps on the white board.

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Reflection:

⃰Formative assessment can take place at any stage as per the lesson needs within the 40-minute duration.

Lesson Plan Template

Grade: V

Subject: English Language

Day & Date: (Monday,11th April 2022-Friday, No. of period/s: 2 ( 60 minutes) Materials / Resources: Suspense story ( Manor
15th April 2022) house)
Day 3 and 4

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Topic: Flying High Sub-topic/s: Creative Writing

Suspense Story

Learning Objective/s: Choose the words and phrases carefully to convey feeling and atmosphere.

Look For: (Learning Outcomes): To identify the elements of a suspense story from the stencil given.

Methodology/ pedagogical outline Duration

Starter Activity:
10 minutes
Teacher will ask students to read the stencil and
they will make mind maps from the story of the
Manor house.

Main Activity

Pair work:

Once the class is familiar with the story orally,

read it to them. Discuss any new vocabulary and

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model comprehension strategies. The following

questions could be prompts for discussion:

● When does the story take place? How do

you know?
● Why has the writer chosen this?
● Why do you think Lara went to the
Manor House?
● What does ‘muted’ mean?
● Can you think of a word that has a
similar meaning to the word ‘muted’?
● Would it work in this context? Why/why
not?
● Which words make the woods sound
scary?
● How do we know how Lara feels in the
first paragraph?
● How do her feelings change as the story
unfolds?
● What does the phrase ‘perched on the
edge’ suggest to the reader?
● Give two reasons as to why Lara might
be described as ‘brave’?
● Which words suggest that the Manor
House was deserted?
● Explain why Lara shivered.

Grammar:

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Students will be asked to identify the adverbs

given in the suspense story given. (Example:
Twenty minutes later, at the bottom).

Students will be asked to notice the placement

of commas after adverbs.

Student Practice (Classwork): 25 minutes

Your writing page number 123 (Students will

write first and second draft of their suspense
story)

Formative Assessment⃰: 2 minutes

What does the final paragraph of the Manor

suggest?

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Wrap Up/Plenary: 3 minutes

Students will exchange each other’s work and

check each other’s work on model writing.

What differentiated activities will you use to facilitate learning?

How will you differentiate for learners who require additional support?
Students will get a chance to work in pairs and understand the concept.

How will you differentiate for learners who require additional opportunities to deepen their learning?
Students who will be done with their work will assist their peers in completing their classwork.

Reflection:

⃰Formative assessment can take place at any stage as per the lesson needs within the 40-minute duration.

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The Manor House

One step at a time, Lara crept down the stairs. At the bottom, she paused but all that she could hear was blood thumping in her ears. She’d be back before
they awoke. Twenty minutes later, she entered Harrow Woods. Her torchlight found the path and occasionally flashed to show her the black, quivering
leaves. Dark clouds had muted the moon. Before long, she came to the ruins of the manor house. In the front garden, the fountain was still and smothered
in years of moss. Overgrown rose bushes blocked the path painted thick with fallen petals.

Warily, Lara perched on the edge of the fountain, took her camera from her bag and faced the trees. It was here that she had first seen it. This time she’d be
ready.

After a few moments, she heard the wind awaken in the woods. The water rippled, the trees rustled and a damp petal landed on her cheek. Lara shivered.
Behind her, a door slammed. What was that? She whipped round to face the house. A shadow moved through the downstairs room. A light flicked on.

Lara ran, shoving her camera back in her bag as she scrambled away from the fountain. She was sure she could hear something cracking the dried twigs
behind her as she sped through the woods. She didn’t stop until she reached Meadow Drive, where she paused by a lamppost to catch her breath.

Next time, she thought. Next time, I’ll be ready.

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