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Lesson Topic/Focus: Listening Post- Dining with Prunella Date: 11/6/2014

AusVELS Domain(s): English Year level(s): 1/2
AusVELS strand (s): Speaking and listening, Writing Lesson duration: 45 mins
AusVELS sub-strand(s): Literacy, Literature
AusVELS Dimension(s) or
Religious Education
Listen for specific purposes and information, including instructions, and extend
students own and others' ideas in discussions
Creating imaginative reconstructions of stories and poetry using a range of print
and digital media

Learning Standard(s)/Outcome(s):
Students will develop their comprehension skills by listening to Dining with Prunella and testing their
vocabulary by creating a menu of foods they dont like to eat.

- Discussion following book reading (comprehension ability)
- Construction of a menu of food items, naming at least 10.

Teaching focus:
A. Student Teacher Engaging students in the book, asking more focus questions and getting
all students participating.

Background to the learning:
A. Teacher (Teacher resources to inform your content knowledge)
Observing past literacy rotations on the Listening Post.

B. Student
Students have previously had lessons on the Listening Post.

Lesson resources:
- Writing book
- Grey lead pencil
- Coloured pencils
- Dining with Prunella Teddy Slater

Lesson content:
A. Introduction
__2__ mins
Begin a Book orientation.
Whats the title of this book?
What is happening in the cover picture?
Does she look happy?
Who could this book be about?
Read blurb.

B. Development __10__ mins
(6 steps each with a focus question)
1. Begin reading Dining with Prunella. Page 4, Which one of these words rhymes with
sweeter? Students to re-read together the sentence that fits.
2. Stop at page 9, Do you know which word rhymes with green? Students to re-read together
the sentence that fits.
3. Stop at page 13, Which line rhymes with yelled? Students to re-read together the sentence
that fits.
4. Stop at page 17, which rhymes with day? Students to re-read together the sentence that fits.
5. On conclusion of the book, ask students some comprehension questions. What was
Prunellas problem?, What did Pru eat every morning and night?, What didnt she like
about the cabbage? Why doesnt Pru like noodles?, What did Prus mother make her at the
end? and Why do you think Pru liked it?
6. While students are still seated, explain the following activity. Students will use their work book
to create a menu, specifically of foods that they dislike, or most people generally dislike.
Students will have to name their menu, and list their choice of foods. Students when they
identify a minimum of 10 food items, can colour in their heading and draw pictures of their
food choices.

C. Consolidation, practice, extension __30__ mins
1. Students will collect their pencil case and work book from their desk and gather around the
designated table.
2. Students will begin the activity, teacher to support struggling students.
3. Students will begin with creating a title of their menu.
4. Students will then begin their list of food items.
5. Once completed, students to pack up desks and return to their own classroom for sharing

Early Finishers- Extension Activities
Students who finish early are then able to colour in their title for their menu, and also can
draw pictures of each of their food items.

D. Closure __3__ mins
Once all students are seated and quiet in sharing time circle, each rotation will be chosen to stand up
and present their work. Students from the Listening post group will stand up; one student will explain
the activity they completed today. All students will get the opportunity to say the name of their menu,
and list a few of their food items for the class to hear. Depending on the time, students may have the
opportunity to describe how they found the activity, challenging/easy, fun/boring etc.

Post-lesson review and evaluation:

Student achievement:
First rotation:
- Half the students completed this task successfully
- Large group resulted in more distractions
- Some students created silly responses
Second rotation:
- Students worked silently and efficiently.
- All students contributed in the book orientation and tuning in questions.
- All students successfully finished the task, and had sharing time.
- Students could relate the task to Dining with Prunella.

Teaching effectiveness:
First rotation:
- Due to having a large number of students with a low ability level, concentration was hard for
- Students were all involved in tuning in questions whilst reading.
- Hard time controlling the activity and making sure students are focussed on task. .
Second rotation:
- Students all answer the tuning in questions throughout the book.
- Giving students some discussion topics at the table helped students come up with ideas.
- Used a whiteboard to write up words and a mind map.
- Good control over the group.