Lesson Plan Primary Small Group Lesson

Student Teacher: Katherine Lee

Date: Thursday, 21 August 2014
Lesson Start Time: 11:20am
Subject: English

Year Level: Year 6/7
Lesson end time: 11:40am
Mentor Teacher: Michael Munninger
Number of Students: 8
Lesson length: 20 minutes
Topic: Guided Reading
ACARA focus: The students will have an understanding of how authors often innovate on text structures and play with
language features to achieve particular aesthetic, humorous and persuasive purposes and effects. (ACELA1518)


Students Prior Knowledge and Experience:
Students are able to use first step reading strategies to connect with texts and use inferential and literal comprehension to
evaluate texts.

Learning Purposes:
Students will gain an understanding of how different texts are structured and how that affects their responses to the ideas
presented in the text. The students will gain fluency in their reading and will be able to add a number of words to their
word banks.

Student Evaluation:
Students will be able to use literal and inferential comprehension to evaluate how the author has structured the text. This
will be monitored throughout the session with the use of focus questions.

Preparation and Resources:
8 x Reading text Just The Job, Jeremy Taylor (level 2 guided reading Rapid Reading)
Small area away from the rest of the class
Focus Questions in order to draw in the students attention and assess their learning


Timing:
11:20am











11.25am












Learning Experiences:
Introduction. 5 minutes.
1. Sit down with students (in a circle) and hand out chosen text.
2. Analyze the text cover with the students and make predictions about what the text is about (use
focus questions to prompt different responses). This will help the students to engage with the text
before they start reading.

Focus Questions:
What do you think this text is going to be about? (look at the cover art and the title)
Do you think the text is fiction or non-fiction? Why?
Have you read any other texts by this author?
Are there any similarities between this text and other texts written by this author?

Main Body. 10 minutes.
1. Guide the students through the text as they take turns reading aloud and connect with the text,
providing help for any difficult or unknown words (allow students to use first step reading strategies
such as skipping the word, sounding out and chunking).
2. Use the focus questions at the end of each section to evaluate the text and identify common
structural features.

Focus Questions:
What was the most dangerous job?
What job would you like to do?
Sound out the word JOB (phonemes)
What words are used to make the word its?
Why is MOST written in bold letters?
11.35am Conclusion. 5 minutes.
1. Text evaluation and appreciation students likes and dislikes (why do they like/dislike and what did
the author do in order to elicit this reaction. How can they incorporate what they have learnt into
their own writing?).
2. Retrieve the text from the students and ask them to quietly return to their desks.


Lesson Evaluation:
I feel that I went into this lesson well prepared and with a full understanding of what reading level was appropriate for this
group of students. I had my focus questions written up previously in my lesson plan which meant that I didnt get lost when
it came to discussing the text with the students.
I remained calm throughout the lesson, and apart from some over enthusiastic students, there were little to no
behavioural issues with the students. When I did have to deal with behaviour I only had to raise my voice slightly above
what I was reading at and then continued on with the session.
I was a bit wary about correcting the students when they misread words so I only continued reading and read the words
that the students had misread correctly. At the end of the lesson, my mentor teacher mentioned that I handled this really
well.
The one aspect of the lesson that I will have to be sure to avoid next time is the monopoly of the reading by the
enthusiastic students. This meant that during the session that other students didnt get an equal chance to speak and read
aloud.
When I tried to calm the student down I didnt handle it well and they got upset. I will have to work on my one on one skills
with the students who dont normally have a very high self-esteem.