68829Stage:l

Lesson

Title:

wombat

Duration: 1 hour

stew final
Lesson Rationale
This lesson will continue on with the current literacy program, using Wombat Stew as the text. Students will be
playing the role of characters and practicing using expression when speaking.

Lesson purpose:
Students will be reading confidently having already been exposed to the text. The aim is for students to change

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listening, speaking and learning.

English Outcomes: Objective A Speaking and Writing Indicators:

listening.
EN1-1A : communicates with a range of
people in informal and guided activities
Explore different ways of expressing
demonstrating
interaction
skills
and
emotions, including verbal, visual,
)onsiders
how own communication iJ
body language and facial expressions
;j adjusted in different situations
v
Interpret events, situations and
characters in texts
EN1-2A :plans, composes and reviews a
1
small range of simple texts for a variety o/
Communicate with increasing
purposes on familiar topics for known
/
confidence in a range of contexts
readers and viewers
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!fii-sA : uses a variety of strate ies,inc/udinV

knowledge of sight words and letter-sound
spondences, to spell familiar words
EN1-10C: thinks imaginatively and creatively I /
about familiar topics, ideas and texts when 1/
responding to and composing texts .

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Recognise and begin to understand

how composers use creative features
to engage their audience

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Speak about persuasive speech. Loud

voice with expression. Show example
of expression text on IWB. Read the
dialogue sheets with
characters
playing their role.

Resources

Essential Learning

Introduction (5-10 mins)

Prior Knowledge
Listening
Understanding
Discussion

Dialogue sheet

Wombat Stew book

Higher order thinking

Body(45min

Historical Knowledge
Creative thinking

Dialogue sheets

After students read the book in

their roles they then get a chance
to swap. Go back to their desk
and highlight the verbs in red and
the adverbs in blue. Students then
write half a page or a page on
what wombat stew was about
including speech
marks, verbs,
adverbs.

Discussion
Oral Presentation
Compare and contrast

Books
Coloured pencils

Workbooks

Pencils

Conclusion {15 mins)

Ask some of the students to come up
and read their work using expression
and show a picture of their favorite
character

Teaching Strategies:

Clear precise instructions for task

Constructivist/student centred approach when completing the task

Let the students experiment with different ideas

Discussion environment so students can ask questions and share ideas

Plan activity sheets and resources

Use teacher sample to model expectations

Student Assessment:

Could the student complete the task?

Was the student engaged and involved throughout the lesson?

Did the student understand the necessary writing concepts being explored?

Did the student understand the relationship between the event and themselves

Was the student able to understand the problem solving skills necessary to complete the task?

Did the student work well?

Was the student able to discuss ideas and feelings?

Did the student need extension activities?

Was there fighting over who does what?

Le sson Evaluation:

Was the student engaged?

Were there adequate resources?
Was the lesson oo hard/easy?
Were my directions easy to follow?
Was there enough time to complete the lesson?
Did the student benefit from the lesson?
Was my voice loud/clear enough for all students to hear directions
Did I position myself correctly for safety and behavioural reasons?
Did I deal with behaviour successfully?
Did I have work for those who finished too early
Did student use expression in voice

Lesson/Session Observation Feedback

LESSON:

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TIME:

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DATE:

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PROFESSIONAL KNOIJII!dDGE (St ndards 1 & 2)

ND

The Student Teacher has demonstrated:

Relevant knowledge of subject content

Knowledge of the pedagogies which underpin the content taught

vi

Use of the relevant syllabus(es)

Proficiency in a range of ICTs

../

Knowledge of and respect for students

Knowledge of students' different approaches to learning

Knowledge of strategies for addressing student needs

PROFESSIONAL PRACTICE (Standards 3, 4 & 5)

ND

The Student Teacher has:

t/

Selected clear and appropriate outcomes

./

Planned and implemented clear, well sequenced and engaging lessons

Selected and organized content in a logical, structured way

Utilised a range of available and appropriate resources

Demonstrated knowledge of the link between outcomes and assessment

strategies

/
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/

Provided feedback to students

Monitored student progress
The ability to communicate effectively with students

Created an environment of respect and rapport

../
v"

Generated a safe and supportive learning environment

Demonstrated knowledge of practical approaches to managing student
behaviour
Uses a range of teaching strategies and resources including ICT and other
technologies.

1/

Uses student group structures as appropriate to address teaching and learning

goals

PROFESSIONAL ENGAGEMENT (Standards 6 & 7)

ND

The Student Teacher has:

Critically evaluated and reflected on improving their teaching practice
Accepted and acted upon constructive feedback

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Demonstrated a willingness to work as part of a team

ND- NOT DEMONSTRATED

D- DEMONSTRATED

E- EXCEEDS EXPECTATIONS

30

LESSON/SESSION OBSERVATION FEEDBACK

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Goals and strategies for future professional development

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Student Teacher's performance is developing

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Student Teacher's performance is satisfactory

D Student Teacher's performance is causing concern

udent Teacher's performance is outstanding

Inform University Advisor and complete RAS1 and LP1

Refer to Professional Experience Protocols - Section 5

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Date:
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Signed: Student Teacher:

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