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Lesson Plan Template 1 Primary & Secondary Unit/Topic: Key Learning Area: Story retell What Made Tiddalik

Laugh Literacy Date: 9th Sept 2013 Time: 8.55-10.00

Year Level: 1D&C Lesson: 1 ___________________________________________________________________________________________________________ OUTCOMES FOR THIS UNIT: Language Expressing and developing ideas Explore differences in words that represent people,places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) Identify the parts of a simple sentence that represent Whats happening?, Who or what is involved? and the surrounding circumstances (ACELA1451) Literacy Creating texts Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) 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) Literature Creating literature Recreate texts imaginatively using drawing, writing, erformance and digital forms of communication (ACELT1586) Examining literature Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) Recognise and know how to use morphemes in word families for example play in played and playing (ACELA1455) Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) Sound and letter knowledge Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Recognise sound letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound letter matches (ACELA1459) Text structure and organisation 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) Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) Write using unjoined lower case and upper case letters (ACELY1663) Interacting with others Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Interpreting, analysing, evaluating Describe some differences between imaginative informative and persuasive texts (ACELY1658) Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) 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) Texts in context Respond to texts drawn from a range of cultures and experiences (ACELY1655) Responding to literature Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583 (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Teach students to monitor their understanding whilst reading and to develop the prerequisite skills required for the more difficult task of summarizing. Studens will: Decode the text Understand the concepts and vocabulary used in the text Comprehend text at a literal level Orally answer who, what, where, when and why questions Write a retell

Time 8.559.05

Introduction (Set):

Get 2 x i-pads from ICT room Show u-tube video of What Made Tiddalik Laugh by Joanna Troughton (visual, oral)

http://www.youtube.com/watch?v=O3TkEOKe15M

LESSON STRUCTURE: Time 9.059.40 Main Content:

Explain that: Dreaming stories entertain, explain and teach. They have a beginning, a middle (where the problem or something interesting occurs) and an ending. Sometimes the problem is at the beginning of the story. Brainstorm: beginning (problem) middle (suggested solutions end (solution) of the story. Explain: We are going to learn to retell what we read in a text. When we retell what we read, we tell what the text is about using our own words. Read a sentence, then well retell it together by using retell prompts. Who is the sentence about? What happened? When did it happen? Where did it happen? Why did it happen? Use retell glove (who, what, when where, why/how to see which questions we can answer. Who? are the characters in the story. Tiddalik, platypus, kangaroo, bee, bird, mouse, spider, snake, koala, lizard, emu. What? Happened in the story. What was the problem? Tiddalik drank all the water in the world. Everything was dry and the trees and flowers were withering and wilting. When? did this happen. In the Dreamtime, in the morning.. Where? In Australia (last page) where there are billabongs, rivers, lakes and streams and the native animals mentioned in the story. Model how to locate the answer and retell and model examples of retell for the story on the whiteboard. What was the message or moral of the story? The story describes how nature works in ways that rely on other parts of nature to survive. The plants and animals need water to drink and to feed the plants that they may eat. It also describes how cooperation can help solve a problem. The animals all work together to get the frog to laugh so he releases the water providing good teamwork, cooperation and humour. What event in nature do you think the story describes or explains? Drought - A drought happens when there is no rain for a long period of time. In a drought plants do not grow properly. As streams and rivers dry up plants and animals die. Because farm crops and animals die due to lack of water, there is less food for people to eat, and what food there is costs more. If a drought lasts a long time, people may also die of starvation and the land may become desert.

When Tiddalik is greedy and takes all the water for himself, what happens to the rest of the world? What does this story teach you about sharing? Think about the animals plan to make Tiddalik give up the water. Why do you think they chose to make Tiddalik laugh rather than to hurt him? What does the story teach you about solving problems? What does cooperation mean? Working together towards a common end or goal.

9.4010.00

Beginning (problem) In the Dreamtime, there lived a giant frog called Tiddalik. One morning, when he awoke, he said to himself: I am s-ooo thirsty, I could drink a lake? And that is what he did. Then a river, billabong, stream. Then he rested and fell asleep with his whole body was swollen with water. The next morning there was no water. The rivers, lakes, streams were dry. Leaves withered on the trees, flowers wilted in the heat. Retell In the dreamtime a giant frog called Tiddalik was so thirsty that he drank all the water in the world! The trees and flowers were dying and the animals were thirsty. Middle (suggested solutions) What are we going to do? asked the birds and animals? Tiddalik has drunk all the water in the world. There is only one thing we can do, said wise old wombat. We must make Tiddalik laugh. He will open his mouth, and all the water he has drunk will come spilling out. The animals held a Playabout. Some animals told jokes (kangaroo, bee, bird, mouse; some pulled faces; some played nasty tricks; some did funny dances; some sang silly songs but Tiddalik did not laugh. Retell The animals wondered what they could do. Wise wombat said they must make Tiddalik laugh so all the water he has drunk will come whooshing out. The animals held a Playabout to try to get Tiddalik to laugh. Some animals told jokes, others End (solution) Platypus was cross when she awoke with the noise and march up to Tiddalik from her burrow. Excuse me! Platypus grumbled But I was trying to get some sleep. Tiddalik had never seen such a strange animal and he began to smile, then roared with laughter. And from his mouth all the rivers and lakes and streams came swooshing out and returned to earth where the grass and flowers grew and everyone drank. The animals thanked Platypus for making him laugh. There were no more giant frogs in Australia, only small ones. But they can also fill themselves up with water and save it for a dry day. Platypus could not sleep and left her burrow to see what all the noise was about. Tiddalik thought this animal looked so strange that he began to smile, then laughed so much the all the water gushed out and returned to earth. Platypus helped to return life to billabongs and streams so that they had water to drink and the grass and flowers would grown again. Students to commence retelling the beginning and introduction to the problem only today without the use of retell notes from whiteboard. Use punctuation meaningfully eg exclamation mark when something exciting

is happening or when emotion needs to be expressed. Write examples of retell for the story. Use story retell glove: who, what, when where, why or how. Students can physically tap fingers on their desk to encourage them to find out whether answers to retell glove questions were in the text. Differentiation. Bella and Chloe retell story on i-pad.

Post Reflection:

RESOURCES (Include equipment required for class and/or for teacher preparation) i-pads x 2 Story book What made Tiddalik Laugh u-tube video _ What made Tiddalik Laugh Retell glove Chart paper