Lesson Plan Template



Lesson Plan, ENGLISH, Literacy, Language and Literature

LESSON OUTCOMES:

Continued over page with Lesson Structure

LESSON STRUCTURE:

|Time |Introduction (Set): |Teaching Approaches |

|9.15am |Introduce text – Walking with the Seasons in Kakadu, by Diane Lucas and Ken Searle: |eg DOL strategies, grouping strategies |

| |- explain text is written about the Aboriginal knowledge of the seasons, using the | |

| |language of the Gundjeihmi-speaking people of the Murrumburr clan (group) of Aboriginal |Attitudes and Perceptions: |

| |people in Kakadu (give relative terms as to where this is in relation to us at school); |- give all students opportunity to show |

| |- ask students whether anyone has been to Kakadu or has ancestors who live/d there |knowledge and experience in context of theme; |

| |(allow Aboriginal students to develop honour/pride if their people come from here) |all students’ responses are credited and |

| |- ask children what they know about the seasons where we live – “Wet” and “Dry”, “Build |encouraged |

| |Up” | |

| |- discuss pictures on front cover | |

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|Time |Main Content: |Teaching Approaches |

|9.30am |Book is read to students: |- opening up discussion allows for cooperative|

| |- read pages of book, stopping for discussion of each season, opening this discussion |learning, and active engagement |

| |with open-questions – “How does it feel when the weather is ‘building up’ to becoming |- these short ‘breaks’ allow for increased and|

| |wetter in Gurrung?”; “Who has seen the baby birds and other animals in Gudjeuk?” |ongoing concentration, between ‘pockets’ of |

| |- allow short discussions to open up after each “season”, allowing maximum 5 minutes for|informative text |

| |students to raise hands and offer understandings and ask questions |- encourages students to recognise self and |

| | |others’ opinions and experiences as valid and |

| | |legitimate |

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|Time |Main Content (Continued) |Teaching Approaches |

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|Approx. 10am |Open discussion at the end of the book: |- discussion allows knowledge and |

| |- main season passages being emphasised |understandings to be expressed and formulated |

| |- not all text has been read aloud, but students encouraged to comment on what they see |- all ideas are given credence, students given|

| |in the pictures, relating to own experience and curiosity |confidence in opinions and understandings, |

| | |encouraging their input and exploration of |

| | |ideas |

| | |- allows for teacher gauging of students’ |

| | |comprehension of text and their deeper |

| | |knowledge |

|Time |Conclusion: |Teaching Approaches |

|10.20am |Activity: drawing and written task. |- having children try themselves to write a |

| |- A4 paper given out following instructions to draw something they remembered or liked |sentence increases their taking-in of the |

| |about the book and write what it is. |corrections made as teacher sees each student |

| |- Teacher to circulate group to discuss each student’s response and correct them with |individually. |

| |their single sentence formation. |- relating pictures to words develops early |

| |- Teacher assistance will be provided in the form of the key words written on the |literacy skills |

| |whiteboard with corresponding images of the associated characters or events. In |- use of known but also new words |

| |addition, teacher assistance will include individual consultation | |

| | |- discussion opens up oral language |

| | |development, and expression of written text in|

| |Following task, or at end of session, prior to recess break, students are re-grouped to |oral form |

| |open up final discussion of the task, the text and their own ideas and understandings: | |

| |- this allows students to express their ideas, again reiterate the worthiness of their | |

| |understandings and experiences, and also to have students orally present their ideas and| |

| |understandings to the class | |

Resources

(Include equipment required for class and/or for teacher preparation)

Assessment

REFLECTION

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|Pre-service teacher reflections on formulating lesson plan – |

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|Using the outcomes of the Curriculum Framework make my task seem much more applicable. I recognise though, that it may cover too many areas of outcome |

|focus, and will need to clarify this with my mentor teacher when I carry out my placement. I also look forward to seeing his or her own lesson plans so |

|as to better understand the writing of them, and the detail required. |

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|Lesson yet to be implemented |

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(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.)

LANGUAGE

Language variation and change

- Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Expressing developing ideas

- Recognise that sentences are key units for expressing ideas (ACELA1435)

- Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

- Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

- Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words (ACELA1758)

Sound and letter knowledge

- Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

- Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)

LITERATURE

Responding to the literature

- Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature:

- Identify some features of texts including events and characters and retell events from a text (ACELT1578)

LITERACY

Interacting with others

- Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

- Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

- Deliver short oral presentations to peers (ACELY1647)

Interpreting, analysing, evaluating

- Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts

- Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

- Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

- Produce some lower case and upper case letters using learned letter formations (ACELY1653)

(all outcomes as sourced from )

1. Text – Walking with the Seasons in Kakakdu, by Diane Lucas and Ken Searle

2. My mentor teacher

3. The Australian Curriculum Framework

4. Whiteboard and textas

5. Coloured pencils and A4, headed paper for drawing and written work

This is based on achievement of learning outcomes – students’ expressions of knowledge about the text themes, but also their comprehension of the spoken (as read) text, and the words they formulate in writing for their individual activity; application of knowledge of sound-letter relationships in the formation of words in writing;

Unit/Topic: “Discovering the Seasons” – multiple sessions Date: September 2012

Key Learning Areas: Responding to the Literature; Year Level: Foundation

Outcomes: see below

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