Lesson Plan Format

Class: Year 3

Date: 07.05.13

Time: 40min Start: 11:00 Finish: 11:40

Key Learning Area: English

Lesson Topic: Rich book introduction- The treasure box

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): Prediction based off clues in
the book. Marshall and Caitlin, working below the stage level.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
RS2.6
By the end of this lesson, the students will:
Uses efficiently an integrated range of skills
- summaries a text and evaluate the intended message or
and strategies when reading and
theme (RS2.6)
interpreting written texts.
- Identifies elements such as main characters, setting and
events in a variety of literary texts (RS2.6)
WS2.10
- select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
Produces texts clearly, effectively and
interpreting structural features, for example table of
accurately using the sentence structure,
contents, glossary, chapters, headings and subheadings
grammatical features and punctuation
(RS2.6)
conventions of the text type.
- use knowledge of nouns, verbs, adjectives and adverbs to
improve their own writing (WS2.10)
- use correct punctuation in published versions of their own
writing, e.g. question marks, direct speech marks, commas
and apostrophes for contractions (WS2.10)
Any safety issues to be considered:

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

Observation of Ss contribution in class

and group discussion
Ss responses

Identifying visual cues in the text

Key:
Differentiation
Questions

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- The treasure box-Margaret Wild

posted notes placed on significant pages

Blank posted notes for any questions that come up, predictions (etc.)

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Resources and Organisation:

Note key skills, concepts and values

addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Questions:

What do you immediately notice about

the illustrations?

What is the treasure box? Can you

guess what the treasure might be?

Look at the boys clothing. In which

time period do you think the story
might be?

15min

Arrange the Ss in front of the whiteboard so all can see The Treasure Box by Margaret Wild
the book the treasure box by Margaret Wild
Blank posted notes
T introduces the book
T gets Ss to look at the cover and the endpapers
T asks Ss question: What do you think the book will be
about? What do you think this aspects tells us about the
book

Ss discuss with their knee-to-knee partners

T keeps this notes up and reads through the story

stopping at pg. 5
T asks Ss what the treasure might be was

Ss make predictions about the text using clues

in the cover and endpapers of the book
Ss work in groups to discuss and evaluate
their predictions
Blank posted notes model to Ss what good
readers do; asking questions, making note of
significant things (etc.)
DEVELOPMENT

Ss demonstrate and applies word and text

processing strategies to overcome their
struggles/problems
15min
Posted notes are used as T reads the books,
asking any questions, on significant terms.
Using cues, such as visual, to make meaning
of the text
Ss applies own understanding of treasure to
that of the characters understanding of
treasure

T goes back to the beginning and asks the Ss what was

meant by the word enemy?
T brings Ss attention to Peters fathers reference that
the book is about our people. Who are Peters people?
What might the book be and why would it be so
important?
T asks Ss how the illustrations help to show this and fill
in the blanks.

Posted notes placed on significant

pages

Ss are using the text type of diary entries to

summarise the lesson

Marshall and Caitlin have a differentiated

lesson where they are using illustration to
summarise the main theme of the text. Text
type is a response

CLOSURE
Discussion of what the treasure was. T
focuses Ss attention to the sentimental value 10min
the book has for Peters father and latter Peter
himself.
(Add further pages as required)

T get Ss to do the next activity

Imagine you are forced to flee your home. You are able
to take one precious item with you. Think carefully about
what it is you might want it to be and why you think its
worth saving.
Ss are to write a diary entry detailing what they have
taken, why they have taken it and what it means to
them.
Differentiated: T give Ss a blank paper with the
instruction they are to illustrate their treasure. They are
to write a short paragraph explaining why they have
chosen it and why its important to them
T gets Ss back on the floor in a circle
T finishes the books.