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Assignment 2

Investigative project

|Name of Project: |Learning about story telling |

|Age : |6 -7 years old – year 1 |

|Outcome: |ACARA English /Language/Literature/Literacy |

| |ACARA Maths |

| |ACARA Arts/Drama |

|Rationale: |This lesson plan is based on ACARA English, Maths and Arts/Drama. It is a four lesson planning |

| |which is designed for the grade 1 students. It is enriched with literacy that helps the children|

| |learn easily with the story. Also, furthers their learning in reading, writing, listening and |

| |speaking skills. |

|Learning Links: | |

| |Students will learn how to write a story |

| |Building confidence for their mini presentation |

| |Knowing the moral of the lesson |

| |Creating more vocabulary words |

| | |

|Learning Objectives: |To be able to do the story telling |

| |To learn how to write a story from the picture |

| |To understand the parts of the story : beginning, middle and last part |

| |To understand the meaning of sequential |

| |To learn how to use the capital and small letters |

| |It helps them learn the punctuation of full stop, comma and question mark |

| |To learn to count |

| |To build confidence in the presentation |

|Assessments: | |

| |Discussion with the students about the lessons |

| |Can act out the characters of the story |

| |Knows to write a simple sentence |

| |Story telling story in their own words |

|Learning Experiences: | |

|(Please see the detailed lesson plans) |Story Telling ( narrative story) |

| |Acting it out/ sequencing of the story |

| |Writing a story |

| |Mini presentation in the class |

|Appendix A | |

| |The tables and chairs in the classroom can be rearranged to suit the needs of the teacher. |

[pic]

|Lesson Plan 1 Story telling (narrative story) |Date: 13 October 2014 |

|Key Learning Areas :English, The Arts |Year Level : Year 1 |

|OUTCOMES: |

|English |

|Content Descriptors: |

|Strand: Literature |

|Responding to literature |

|Express preferences for specific texts and authors and listen to the opinion of others (ACELT1583) |

|Elaborations: |

|sharing favourite texts and authors and some reasons for preferences |

|discussing different texts and considering what is entertaining or appealing and why |

|identifying who is telling the story in different texts |

|Creating Literature |

|Recreate text imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) |

|Elaborations: |

|Retelling key events in stories using oral language, arts, digital technologies and performance media |

|Strand: Literacy |

|Interacting with others |

|Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) |

|Elaborations: |

|Listening for details in spoken informative texts |

|Interpreting, analysing, evaluating |

|Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures|

|and language features (ACELY1660) |

|Elaborations |

|making predictions from the cover, from illustrations and at points in the text before reading on |

|The Arts |

|Strand: Visual Arts |

|Create and display artworks to communicate ideas to an audience (ACAVAM108) |

|Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) |

|Lesson Outcome: (objective) To be able to do the story telling based on the book. To understand parts of a book and what makes a book engaging, and how to make predictions. |

|Lesson Structure : please see below |

| |

|Time : | |Teaching Approaches |Resources |

| |Ask the children to sit on the floor with legs crossed, hands on the lap, |Before commencing this lesson, the students visited| |

| |sitting quietly, eyes looking at the teacher |the school library and each borrowed their | |

| |English/Literacy |favourite book to display in the classroom. | |

| | | | |

| | |Students explain to the teacher/class what they | |

| |Students are given some time to show the class their favourite story that |like about their favourite story. | |

|10 mins |they chose from the library. | | |

| | |Share with students, what I like about the story | |

| |The educator will show and share with the class her favourite story. |including- | |

| | |illustrations; the language used in the story; the | |

| | |style or way the story is written). |Book – Goldilocks and the Three bears cd and story book by Igloo |

| | |Students are encouraged to contribute in |Books |

| | |discussions through teacher questioning while | |

| | |exploring the book. |[pic] |

| | | |

| | |Discuss the illustrator/illustrations; the way font|rs/325/ |

| | |is written; how easy it is to read with large font | |

| |Further discussion about the book with children. This will assist the | | |

| |educator to determine children’s prior knowledge of the story. Review with | | |

| |students, parts of the book the title, author and blog. | | |

|5 mins | | | |

| | | | |

| |Inform the children we will be using the book “Goldilocks and the Three | | |

| |Bears” for the week. | | |

|8 mins |Before reading the story to children, ask the children to make predictions |All students have equal opportunity to contribute | |

| |about what they think is happening on each page, by examining the pictures. |ideas | |

| | | | |

| | | | |

| |Read the story of “Goldilocks and the Three Bears”. Ask the children to | | |

| |participate in repeating phrases like too hot, too cold. | | |

| | |Participate in reading aloud. |Shared reading |

| |Question time for the story. Ask the children some questions from the story | | |

| | | | |

| |Who are the characters of the story? | | |

| |What is the name of the story? | | |

|7 mins |What did Goldilocks do with the porridge? |This is a recount about what they have learnt | |

| |What happened to Goldilocks at the end of the story? |throughout the lesson | |

| |Who had the biggest bed? | | |

| |Why did the baby bear cried? | | |

| | | | |

| |Watch the video clip of “Goldilocks and the Three Bears” from YouTube : | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Activity time: Arts |Children use their visual and listening skills. | |

|5 mins |Distribute to the children, template masks of the characters (the 3 bears | | |

| |and goldilocks) (see appendix A for the mask) | | |

| | | | |

| |Ask the children to colour the mask | | |

| |Put paddle pop stick at the back for easy handling | | |

| | | | |

| |Students help to pack all the art supplies away. | | |

|8 mins | | |Music playing while the children do their colouring of the mask. |

| |At the conclusion of the lesson, students put their finish mask for picture | | |

| |taking. | |Display picture cards of the story in the classroom to help them |

| | | |with their colouring |

| |Students then place all masks in their trays to be used in following lessons| | |

| | | |Mask template for Goldilocks and the three bears- see Appendix A.|

| | |Provide assistance to the children | |

| | | | |

| | | | |

| | | | |

|2 mins | | | |

| | | | |

| | | | |

| | | | |

|Resources: |

|Goldilocks book |

|Characters mask templates (A4) Goldilocks; Daddy Bear; Mummy Bear and Baby Bear- 10 each character |

|Scissor, |

|Elastic |

|Glue |

|Crayons, Coloured pencils/textas |

|Staplers |

|Paddle pop stick |

|Safety Consideration: |

|All materials are safe to use |

|Students observe rules of safety when using scissors |

|Assessment: |

|Student workbook – mask ( where they put their mask) |

|Student discussion |

|Students ability to follow instructions/direction |

|Reflection: |

|Did the children enjoy the story? |

|Did the children engage in the activity? |

|Is my lesson easy to follow? |

|Is there enough help for students who struggle? |

|Did the lessons meet the desired outcomes? |

|What needs changing from this lesson, before the next lesson? |

|Lesson Plan 2 Acting it out - Sequencing the story |Date: 15 October 2014 |

|Key Learning Area: English, Maths |Year Level : Year 1 |

|OUTCOMES: |

|English |

|Content Descriptors: |

|Strand: Language |

|Language for interaction |

|Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) |

|Elaborations: |

|Recognising the effect of words, symbols, gestures and body language on the way communications are received by others |

|Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) |

|Elaborations: |

|extending students’ vocabularies for the expression of feelings and emotions |

|Text and structure organization |

|Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) |

|Elaborations: |

|becoming familiar with the typical stages of types of text including recount and procedure |

| |

|Strand: Literature |

|Responding to literature |

|Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) |

|Elaborations: |

|discussing characters from books and films and whether these are lifelike or imaginary (for example talking animals) |

| |

|Examining literature |

|Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) |

| |

|Elaborations : |

|discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution) |

| |

|Strand: Literacy |

|Interacting with others |

|Make short presentations using some introduced text structures and language, for example opening statements |

|(ACELY1657) |

|Elaborations |

|giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words |

| |

|Maths |

|Strand : Number and Algebra |

|Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) |

|Elaborations: |

|identifying numbers that are represented on a number line and placing numbers on a prepared number line |

|Lesson Outcome: (objective) To learn the parts of the story and how sequencing works. Knowing the parts of the story beginning, middle and last part |

|Lesson Structure : please see below |

| |

|Time : | |Teaching Approaches |Resources |

| |Gather the children to form a circle and sit comfortably on the floor. |Children are seated quietly on the floor at the | |

| | |front of the class, observing classroom behaviour| |

|2 mins |Advise children that in today’s lesson, they will be wearing the masks they|rules, waiting for teacher instruction. | |

| |made in the previous lesson, to use for acting out the story. | |Goldilocks book |

| | | | |

| |Children explore how different situations the story characters are faced | |[pic] |

| |with, may affect the voice tone and facial expressions, and feelings |Students encouraged to use a voice variation to | |

| |characters may experience. Students have the opportunity to practice |repeat what their character is saying in the |

|8 mins |these. |story e.g. Baby bear – “Can you show me?” |e-bears/325/ |

| | |(Children show facial expressions). “How might | |

| | |baby bear feel to see his favourite chair has | |

| | |been broken? His porridge had been eaten? Someone| |

| | |sleeping in his bed? | |

| | |-The teacher will vary her voice according to the| |

| | |character of the story. | |

| | | | |

| | |Teacher to give an example before students engage| |

| | |in this activity. | |

| | |Shared reading with the teacher. | |

| |Children prepare to act out the story characters using their completed |Ask the children to participate in reading the | |

| |masks, as the teacher re-reads the story |book | |

| | | | |

| |Children stand up when the mask they are wearing, matches the character | | |

| |being read out, in the story | | |

| |Students to learn about the parts within a fiction story – the beginning, | |Graphic organiser |

|7 mins |middle and ending. | | |

| | | | |

| |Teacher to begin by asking students: | | |

| |“What do we mean when we say “the beginning?” |Using the graphic organiser, demonstrate | |

| |“Can you give an example of something that is at the beginning?” |something that is at the beginning of the story, | |

| |“Can you think of other words that mean the beginning?” |after discussion. | |

| |(e.g. the start; first part) | | |

| |“What do we mean when we say something is “in the middle”? | | |

| |Can you give an example of something that is in the middle?” | | |

| |“Can you think of other words that mean the middle?” (e.g. centre, in | | |

| |between, |The teacher will guide the students by giving | |

| |“What do we mean when we say something is “at the end?” |some clues from the story, if students require | |

| |“Can you give an example of something that is at the end?” |scaffolding. | |

| |“Can you think of other words that mean “at the end?” (e.g. ending, finish,| | |

| |last part) | | |

| | | | |

| |Teacher discusses with students the parts within a story - the beginning |All students are encouraged to participate in | |

| |(orientation), middle (problem/complication) and the ending (resolution). |questions, answers and discussions | |

| |Using the teaching resource “Goldilocks and the Three Bears”, ask the | | |

| |students the following questions: | | |

| |What happened in the beginning of the story? (What was the orientation)? | | |

| |What happened in the middle part of the story? (What was the | | |

| |problem/complication) | | |

| |What happened in the last part of the story? (What was the | | |

| |solution/resolution)? |Students further develop vocabulary knowledge | |

| |Extension of questioning: |relating to beginning, middle and ending within | |

| |Who do you remember seeing the beginning of the story? |stories. | |

|5 mins |What were they doing? | | |

| | |Students also learn that a story has a plot, | |

| |Incorporate Maths : |characters, and a setting. Students to determine| |

| | |what these are in “Goldilocks and the Three | |

| |The teacher will ask the following questions: |Bears” | |

| |How many bowls were there in the story? | | |

| |What did Goldilocks find in the bowls? | | |

| |How many chairs were there in the story? | | |

| |How many chairs did Goldilocks sit on? | | |

| |“How many bowls of porridge did Goldilocks try to eat?” | | |

| |“How many beds in the story, did Goldilocks see?” | | |

| |“What size were the beds?” | | |

| | | | |

| |Activity time: | | |

| |Students use the Goldilocks and the Three Bears Maths worksheet to record | | |

| |on a number line, how many bears; bowls of porridge; chairs and beds were | | |

| |in the Three Bears House. (see Appendix B) | | |

| |Students then cut out, order, and glue on worksheets, objects that were in | | |

| |the Three Bears House, from smallest to largest. | | |

| | | | |

| | | | |

|Mins |Students will learn how to correctly sequence the story Goldilocks and the |Teacher to record answers to questions on the | |

| |Three Bears |IWB, using pictures to show the topics e.g. | |

| | |How many chairs? | |

| |Using a “Goldilocks and the Three Bears Picture Sequencing” Template shown |3 | |

| |on the IWB, and pictures from the story, students discuss what is happening| | |

| |in the pictures, and where they think their place/position in the story | | |

| |should be. (see Resources column) | | |

| |Extra questions: | | |

| |Which picture do you think is the beginning (orientation) of the story? | | |

| |Which picture do you think is the problem (complication) in the story? | | |

| |How was the problem, solved (resolution)? | | |

| | | | |

| |Students quietly return to their desks, using a worksheet to sequence | | |

| |images from the story (See Goldilocks and the Three Bears Picture Sequence)| | |

| |(Resources column) | | |

| | | | |

| | |Whole class return to the floor, seated quietly, | |

| |Students finish off activity by colouring in their individual picture |ready for activity time. | |

| |sequence, and gluing it in their English workbooks. | | |

| | |Teacher shows the template through the IWB | |

|10 mins | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |Teacher to have picture templates from the story,| |

| | |displayed out of order on the IWB | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |Students paste the pictures into the correct | |

| | |boxes, according to the sequence of the story. | |

| | | | |

| | | | |

| | | | |

| | | |Pictures of story |

| | |The teacher will give the template to the | |

| | |children. |Goldilocks and the Three Bears Picture Sequencing |

| | | | |

| | | |1. |

| | |Have some music playing while students are |2. |

| | |working on the activity |3. |

| | | | |

| | | | |

| | | |4. |

| | | | |

| | | |[pic][pic] |

| | | | |

| | | | |

| | | |[pic] [pic] |

| | | | |

|mins | | | |

| | | | |

| | | | |

| | | | |

|Resources: |

|Goldilocks book |

|Pictures of the story |

|Goldilocks and the Three Bears Sequencing Templates + pictures – for IWB |

|Goldilocks and the Three Bears Sequencing Templates + pictures – for students to colour in |

|Scissors |

|Glue |

|Coloured pencils/texta |

|Story masks |

|Safety Consideration: All materials are safe to use; Children observe safe use of scissors |

|Assessment: |

|Student workbook- math worksheets |

|Student discussion |

|Students ability to understand sequencing |

|Reflection: |

|Did the children enjoy acting out the story? What other ways could this has been achieved? |

|Did the children enjoy the math activity? Did children understand the concepts of this area of maths? |

|Did the children understand the meaning of sequencing the story? |

|Is my lesson easy to follow? |

|Were students always engaged in their learning? |

|Is there enough help for students who struggle? |

|Did the lessons meet the desired outcomes? |

|What could have been included/modified to make learning better? |

|Lesson Plan 3 Writing a story |Date: 17 October 2014 |

|Key Learning Area: English; The Arts |Year Level : Year 1 |

|English |

|Content Descriptors: |

|Strand: Language |

|Language for interaction |

|Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) |

|Elaborations: |

|Recognising the effect of words, symbols, gestures and body language on the way communications are received by others |

| |

|Text structure and organization |

|Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) |

|Elaborations: |

|using intonation and pauses in response to punctuation when reading |

| |

|Sound and letter knowledge |

|Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) |

|Elaborations: |

|saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') |

| |

|Strand: Literature |

|Responding to literature |

|Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) |

|Elaborations: |

|discussing characters from books and films and whether these are lifelike or imaginary (for example talking animals) |

| |

| |

| |

|Examining literature |

|Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) |

|Elaborations: |

|discussing how plots develop including: beginnings(orientation), how the problem (complication) is introduced and solved (resolution) |

| |

|Creating Literature |

|Recreate text imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) |

|Elaborations: |

|writing character descriptions drawn from illustrations in stories |

| |

|Strand: Literacy |

|Interacting with others |

|Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) |

|Elaborations: |

|listening for details in spoken informative texts |

| |

|Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) |

|Elaborations: |

|Reporting the results of group discussions |

| |

|Creating texts |

|Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example |

|illustrations and diagrams (ACELY1661) |

|Elaborations: |

|applying new vocabulary appropriately in creating text |

| |

| |

| |

|The Arts |

|Create and display artworks to communicate ideas to an audience (ACAVAM108) |

|Lesson Outcome: (objective) To be able to recognize the use of small and capital letters. To know the use of full stops. Learning vocabulary words. |

|Lesson Structure : please see below |

| |

|Time : | |Teaching Approaches |Resources |

| |Sing a song of “Days of the Week Song 2: Youtube |To be able them to identify the use of |“Days of the Week Song 2” |

| | |capital letters |[pic] |

|5 mins | | | |

| |Explain to the children the use of capital letters in naming the days of the | | |

| |week. | | |

| | | | |

| |The teacher will ask the students to spell out the days of the week, while the |Provide the children with magnetic boards | |

| |children look on the board to follow. |with magnetic capital letters and small | |

| | |letters | |

| |The teacher reads the story of Goldilocks and the three bears. Ask students if | | |

| |they can pinpoint the capital letters and small letters in the story. The teacher|Teacher types further sentences onto the IWB| |

|3 mins |shows the words through the IWB so students can follow along. Introduce the full |from the story for further student | |

| |stop punctuation that used in the sentence. |exploration. | |

| | | | |

| | |Throughout the lesson, students will learn | |

| | |about consonant digraphs, identifying words | |

| | |from the story including “th/ere”, “sh/e”, | |

| | |“th/is”, “ch/air”, and consonant blends | |

| | |including “br/oken”, “sl/eeping”, “still” | |

| | |“thr/ee”. | |

| |Children are seated at their respective desk | | |

| | | | |

| |Tell the children they are going to learn the punctuation. Ask the children the | | |

|10 mins |following questions. | | |

| |Does anyone know what a comma is? | | |

| |Why do we use a comma? | | |

| |Show them on the IWB some of the text from the story where there is a comma and |Teacher to write the word “comma”, and draws| |

| |ask “why do you think the author has used a comma here?” |the punctuation mark on the IWB | |

| | | | |

| |Tell the children you will read the sentence with a comma, and they need to | | |

| |listen and think about what they hear. Then read the sentence to the children | | |

| |and then ask them, |The teacher will ask two or three students | |

| |“What sorts of sounds could you hear in the sentence?” “Did you hear a |to pin point the word. | |

| |difference in expression when I read the sentence?” | | |

| |Reread the same sentence without the comma – see if students pick up on the | | |

| |difference in expression. Ask students the same question as previously |Students may not at first pick up on the | |

| | |expression a comma represents. | |

| |Draw a question mark on the IWB & then ask “does anyone know what this means?” | | |

| | | | |

| |Whole Class shared story making |Teacher may need to read sentences more than| |

| |Show some vocabulary words from the story of Goldilocks to be used in writing |once for students to comprehend the | |

| |their sentences. |difference a comma can make. | |

| |Introduce the punctuation, full stop for completing a sentence. | | |

| | | | |

| | | | |

| | | | |

| | |The teacher will give starter words to be | |

| | |used in making simple sentences. Examples | |

| | |such us “Once upon a time”… “Long time | |

| | |ago.....” “On the weekend......” | |

| | | | |

| | |The teacher displays the sentence on the | |

|10 mins | |classroom display board. Students as a |Activity : |

| | |whole class, discuss the use of punctuation | |

| |Children then work in pairs to make their own sentences using vocabulary words |in/at the end of the sentences made. | |

| |from the Goldilocks story. | | |

| | |Students choose various linking/connecting | |

| |Students who require extended learning, can design their own stories using |words from the classroom box containing | |

| |pictures; words; and worksheets (See Appendix D) |these words, such as “and” “it” “because” | |

| | |“there” “was” “to”, etc. | |

| |The children are asked to gather and form a circle and sits on the floor. | | |

| |Everyone is asked to read their story of Goldilocks. |The teacher will provide some smart games if| |

| | |time is available at the end of the lesson. | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|17 mins | | |Goldilocks word mat list (please see below Appendix C) |

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|Resources: |

|Goldilocks book |

|Word mat list |

|Coloured pencils/texta |

|Various activity |

|Story template |

|Safety Consideration: All materials are safe to use |

|Assessment: |

|Student workbook |

|Student discussion |

|Reflection: |

|Did the children enjoy writing the story? |

|Did the children understand the use of capital, small letters? |

|Did the children understand the full stop, comma, question mark punctuations? |

|Did the children understand consonant digraphs and consonant blends easily? How can further learning help them in this learning? |

|Did the children enjoy the activity? |

|Were students engaged in their learning? |

|Is there enough help for students who struggle? |

|Did the lessons meet the desired outcomes? |

|Lesson Plan 4 Mini presentation in the class |Date: 20 October 2014 |

|Key Learning Area |Year Level : Year 1 |

|English |

|Content Descriptors: |

| |

|Strand: Literacy |

|Interacting with others |

|Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) |

|Elaborations: |

|giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words |

| |

|Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) |

|Elaborations: |

|experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems |

| |

|The Arts: drama |

|Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028) |

|Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027) |

|Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029) |

|Lesson Outcome: (objective) To present a little re-enactment of the fairy tale stories. |

|Lesson Structure : please see below |

| |

| |

| |

| |

|Time : | |Teaching Approaches |Resources |

| |Advise students we will be acting out, the characters from the story. |The teacher will guide in arranging the classroom. | |

| | |This is a whole class activity. All students will be | |

|5 mins |Ask the children to help in arranging the room. The children will get their mask |involved in telling the story. | |

| |for the characters of the story. | | |

| | | | |

| |Prepare the beds using the big foams, table, chairs, and bowls and make believe | | |

| |porridge. | | |

| | | | |

|5 mins |Ask the students to sit on the floor | | |

| | | |Play script of the goldilocks story. The |

| |Children group into 4 groups | |participants are as follows: goldilocks, 3 bears|

| |(5 characters – goldilocks, 3 bears, narrator) | |and the narrator of the story |

| | | | |

| | | | |

| |The teacher will guide the students to say their own script. The teacher will help| | |

|15 mins |the students if they struggle. Students, who are more able than some students to |The teacher will hand out the script to the children | |

| |read, can also be asked to help students who struggle with reading. |to read. | |

| | | | |

| |The students will perform their mini presentation in small groups. |The teacher will guide the students in reading the | |

| | |script if there is a difficulty. | |

| |The first set of the students will do the mini presentation, while the other | | |

| |students listen and wait for their turn. The presentation continues until all the | | |

|15 mins |children are given the chance to do the acting. | | |

| | | | |

| |Open discussion with the students about the story. |Students are encouraged to use facial/voice | |

| | |expressions as they do their presentation. |The teacher will take pictures to be displayed |

| |Activity: | |on the bulletin board/school newsletter. |

| |Post all their work in the display board and pictures from their mini | | |

| |presentation. | | |

| | | | |

| |To finish off the sequence of lessons, students complete a self assessment sheet | | |

| |with questions about their learning experience. | | |

| | | | |

| | | | |

|5 mins |Picture of a happy face | | |

| |Picture of a sad face | | |

| | | | |

| |I liked learning about Goldilocks and the Three Bears | | |

| | | | |

| | | | |

| | | | |

| |I worked well as a group | | |

| | | | |

| | | | |

| | | | |

| |I can explain what the beginning of a story is | | |

| | |The teacher will ask if they liked this story and what| |

| | |they learnt from the story. | |

| | |Is there anything they didn’t like about the story? | |

| |I can explain what the middle of a story is |Do you think it is its okay to go into someone else’s | |

| | |house without asking permission? Why or why not? | |

| | |Is it okay to eat someone else’s food without asking? | |

| | |Why or why not? | |

| |I can explain what the ending of a story is | | |

| | | | |

| | | | |

| | | | |

| | | | |

| |Free time/games | | |

|Resources: |

|Goldilocks book |

|Big foams, table, chairs, bowls, spoon and make believe porridge |

|Colored pencils/texta |

|Various activity |

|Safety Consideration: All materials are safe to use. |

|Assessment: |

|Self- assessment sheet |

|Student workbook |

|Student discussion |

|Reflection: |

|Did the children enjoy the play? |

|Did the children learn moral values in the story? |

|Did the children enjoy the activity? |

|Is my lesson easy to follow? |

|Is there enough help for students who struggle? |

|Did the lessons meet the desired outcomes? |

| |

|NEXT LESSON: MINI PRESENTATION TO BE PRESENTED TO THE PARENTS |

Reflection:

The lesson plan I made is designed for young children where play is being used to grasp the ideas for my lessons. Each lesson is designed to be engaging and fun to maximize children’s learning of literacy. There is a cross curriculum involved where they learn Maths, Drama and The Arts in the given lessons. The whole series of lessons is based on the book Goldilocks and the Three Bears. First, the children learn the story of the book, and as it progresses, it teaches them how to act out the story and the sequencing of the story. It also teaches the parts of the story and how to write the story. This introduces the learning’s of capital, small letters and the punctuations comma, full stop and question mark. Finally, students have a mini presentation of the story.

As I reflect with my lesson plan, oral language had been given importance in developing literacy with the children. The child’s language development is one of the most important preconditions of literacy (Snow, Burns, Griffin, 1998). In my activities, the children are given the opportunity to use skills in speaking, listening, reading and writing. It is well provided with rich literacy resources that cater for all children in the class. The teacher uses modern technology through the use of smart board for easy access of activities. Support will be given to those students who are struggling in the lesson and student diversity will be acknowledged in my classroom. Again, there is a link between play and literacy development, supporting the theory for planning literacy-rich environments (Marsh and Hallett, 1999; Marsh and Millard 2000; Roskos and Christie, 2000). Play integrates speaking, listening, reading and writing, combined with hands on activities, and provides context for meaningful literacy practices. It is even guided by Vygotsky (1978) that symbolic play, drawing and writing can be combined in the process for the development of written language. Literacy is also linked to social play and The Arts (Dyson, 1992). It is understood the young children’s writing relates to exploratory play where it uses symbolic representation.

At the end of each lesson, I use an assessment in order to help me understand if the children have grasped the concept before considering the next step. The following questions will help the teachers focus and gain more knowledge and can make the lesson plan more flexible. As based on (Owocki & Goodman, 2002) the questions used in the assessment include: is the child successful in getting tasks done? Does the child need further support? Does the child appear comfortable? Is the child confused? Does the child work alone? Does the child prefer to work with others?

In conclusion, I would like to impart my knowledge from the learning’s I have learnt from this unit to the children. I will continue to grow professionally and update my skills to become an effective educator in the 21st century.

APPENDIX A: (Goldilocks and Mama bear)

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APPENDIX A: (Baby bear and Papa bear) continuation

[pic] [pic]

APPENDIX B: Goldilocks and the Three Bears Maths worksheet

APPENDIX C: Goldilocks word mat list:

Punctuation marks

APPENDIX D: Story writing/Drawing Activity Sheet

My Story

My Name____________________ Title_________________________

APPENDIX E: Classroom layout (There is also a bulletin board, on top from children’s drawer to bookshelf and reading area).

[pic]

REFERENCES:

ACARA see Australian Curriculum, Assessment and Reporting Authority.

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum v7.1: English. Retrieved from

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum v7.1: The Arts: Visual Arts. Retrieved from

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum v7.1: Mathematics. Retrieved from



Capel, J. (2008). Goldilocks and the Three Bears. Sywell: Igloo Books Ltd.

Dyson, A.H. (1992). From Prop to Mediator: the changing role of written language in children’s symbolic repertoires. Reports:

Occasional paper No.32. National Center for the Study of Writing (ERIC Document Reproduction Service No. ED354521).

Goldilocks word mat sheets. Retrieved from

Goldilocks and the three bears character mask. Retrieved from

Hill, S. (2012). Developing early literacy Assessment and teaching (2nd ed.)Victoria: Eleanor Curtain Publishing.

KidsTV123 (Sept 27, 2011). Days of the Week Song 2. [Video file]. Retrieved from

Learn English Kids British Council (July 7, 2011). Goldilocks and the three bears–Kids Stories. [Video file]. Retrieved from



Owocki, G. & Goodman, Y. (2002). Kidswatching:Documenting Children’s Literacy Development, Heinemann, Portsmouth NH.

Snow, C.,Burns, S. &Griffin, P. (eds) (1998). Preventing Reading Difficulties in Young Children, Washington DC: National Academy Press.

SparkleBox. [n.d.]. Goldilocks and the Three Bears sequencing sheets. Retrieved from

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Winch, G., Johnston, R., March, P., Ljungjdahl, L. & Holliday, M. (2010). Literacy, reading, writing & children’s literature (4th ed.). Melbourne: Oxford University Press.

Wood, E., & Attfield, J. (2005). Developing play in the Curriculum, Chapter 5, In Play, Learning and the Early Childhood Curriculum (2nd ed.). Paul Chapman Publishing.

Appendix:

APPENDIX A: (Goldilocks and Mama bear)

APPENDIX A: (Baby bear and Papa bear) continuation

APPENDIX B: Goldilocks and the Three Bears Maths worksheet

APPENDIX C: Goldilocks word mat list

APPENDIX D: Story writing/Drawing Activity Sheet

APPENDIX E: Classroom layout

-----------------------

R. B. Solis, personal communication, October 1, 2014

R. B. Solis, personal communication, August 12, 2014

GOLDILOCKS AND THE THREE BEARS–Maths Worksheet Smallest to Largest

Use the number line to write the number of objects you saw in The Three Bears house.

Example: How many lights did you see in the Three Bears house?

0 1 2 3 4

Now it’s your turn (

Cut out the pictures at the bottom of the page and glue the pictures in the boxes, from Smallest to Largest

[pic] [pic]

[pic]

How many bowls did you see in The Three Bears house?

[pic]

How many chairs did you see in The Three Bears house?

[pic]

How many chairs did Goldilocks break?

[pic]

How many bowls did you see in The Three Bears house?

[pic]

BOWLS

BEARS

CHAIRS

Goldilocks

Once upon a time

porridge

breakfast

three bears

just right

too cold

too hot

too hard

too soft

chair

wood

asleep

bed

ran away

woke up

?

,

.

1.

____________________________________________________________________________________________________________________________________

2.

____________________________________________________________________________________________________________________________________

3.

____________________________________________________________________________________________________________________________________

4.

____________________________________________________________________________________________________________________________________

5.

____________________________________________________________________________________________________________________________________

6.

____________________________________________________________________________________________________________________________________

7.

____________________________________________________________________________________________________________________________________

8.

____________________________________________________________________________________________________________________________________

9.

___________________________________________________________________________________________________________________________The End.

R. B. Solis, personal communication, October 1, 2014

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