Date: 5-4-13

Part A: LESSON PLAN

Lesson Topic:
Comprehension strategies: Summarising
Year Level:
Foundation
AusVELS Domain:
English
AusVELS Substrands: (Copied directly from AusVELS website)
READING AND VIEWINGLanguage
4. Explore the different contribution of words and images to meaning in stories and
informative texts (ACELA1786)
Literature
3. Identify some features of texts including events and characters and retell events from
a text (ACELT1578)
WRITINGLiterature
1. Retell familiar literary texts through performance, use of illustrations and images
(ACELT1580)
Duration of Lesson:
1 Hour
Learning Outcome:
(Whole group)
Students will learn how to summarise (using pictures) a narrative.
(Focus group)
ESL students will learn how to identify key aspects of a narrative using a visual stimulus.
Indicators:
(Whole Group)
1) Students can distinguish important information from less important information in
the narrative.
2) Students can group important information/events into 3 key sections (summary)
Beginning: setting (including main character/s) and initiating event
Middle: conflict
End: resolution
(Focus group: ESL students)
1) Students can produce a (visual) retell of the narrative
2) Students can identify the key events occurring within the retell.
Assessment:
(Whole group criteria)

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Date: 5-4-13
1) (As a class) students produce a story map containing only the key events of the
narrative, displayed in the correct order.
2) (In pairs) students produce an effective story map (3 picture summary) of the
narrative, with the 3 key elements clearly represented: picture 1- beginning,
(initiating event involving main character(s); picture 2- middle, (conflict occurring
throughout body of narrative); and picture 3- end, (resolution of conflict to finish
narrative).
(Focus group [ESL students] criteria)
1) Students produce a retell of entire narrative (using props and stationary on a
visual stimulus) in correct sequential order.
2) (On the visual stimulus) Students mark important events within the retell, clearly
distinguishing these events from the rest of the narrative.
Resources:

Rosies walk (big book)

Rosies walk (standard size [focus group])
Interactive whiteboard
Animated clip of Rosies walk
Photocopied pictures from Rosies walk
Blu tak
A3 paper divided into thirds
Coloured pencils/pastels/crayons
Large (painted) map of Rosies farm (created by students during art class)
Footprint stamp
Chicken stickers

Student background (relevance):

To celebrate literacy week students have selected Rosies Walk from the Premiers reading
challenge book list, to structure their literacy lessons around.
http://www.education.vic.gov.au/prc/books/default.htm
This is lesson 4 in a series of 5 lessons all focussed on explicit teaching of novice readers
comprehension strategies (using Rosies walk).
Lesson 1)

Students practiced making predictions prior to reading and throughout reading

Lesson 2)

Students practiced answering literal, interpretive and inferential questions

following the reading.

Lesson 3)

Students participated in a Class walk around school grounds and made a

photographic story map of walk.

Outline of Lesson 4:
INTRODUCTION: (10 mins)

Kate Johnston S00112587

Date: 5-4-13

On interactive whiteboard, watch animated version of Rosies walk retrieved from

authors website. Animation involves animation, audio and text (multi-modal
resource)
http://www.schooltube.com/video/13e5b71bb3663c832b4b/Rosies-Walk

DEVELOPMENT: (15 mins)

Show photocopied pictures from Rosies walk to class.

Inform students that (as a class) they are going to retell the main events from
Rosies Walk using only the photocopied pictures from the text. Explain that this
type of activity is called a story map, and is very similar to the photographic
story map they made of their class walk in previous lesson.
Referring students to class walk story map and Rosies walk (big book) as
prompts; ask students to identify each important event from the book, and select
a picture from the photocopies that best represents this event. Note: events need
to be in correct order.
As each event and corresponding picture is suggested, stick picture on board.
Note: Pictures should be placed side by side on the board with approximately a 15
cm gap between each.
Afterwards, draw arrows leading from one picture to the next to demonstrate flow.
Suggest that the same story map can be made using only 3 pictures.
Place a circle around the picture that reflects the initiating event
whats happening here? Is this picture important? Why?
Place a large circle around the pictures that represent the conflict sequence
throughout the middle of the book
whats happening in each one of these pictures? Do we need ALL these pictures
to show that the fox was following Rosie?
Place a circle around the picture that reflects the resolution
whats happening here? Is this a good way to finish our story map?

CONSOLIDATION AND PRACTICE: (25 MINS)

(main group)
Place students in pairs. Provide pairs with an A3 sheet of paper divided into thirds.
Instruct students to illustrate their own 3 picture story map of Rosies Walk.
(ESL focus group)-working with Teachers Aid
Using a large map of Rosies farm, and a footprint stamp: Teachers Aid will read
Rosies Walk to students, pausing after each page. During pause, students will take it in
turns stamping the trail Rosie walks onto the map.
Once Rosies tracks have been marked on the map in the correct sequence, students will
take it in turns placing stickers on the map at any location where an important event
occurred during the narrative.

CLOSURE: (10 mins)

Select 1 pair from the main group and 2 students from the focus group to present their
work to the class.
Ask (main group) students to briefly describe what they drew in each third of the story
map. Why did you choose to draw this picture to show the beginning/middle/end of your
story map?
Ask pair from focus group to briefly describe what they did. Refer to a section of the map
with no stickers. How did you know not to put a sticker here? Refer to a place on the map

Kate Johnston S00112587

Date: 5-4-13
where there is a sticker. What happened here that made this spot an important part of
the story?

Kate Johnston S00112587