The Three Billy Goat Gruffs Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson Number

Time of Lesson

2.30

Duration of lesson

40 mins

Year Level

Supervisor

Topic and Focus

The Three Billy Goats Gruff: adjectives

Learning Focus:

students are learning about the push in pull factors especially the effect of gravity on different objects

AUSVELS Strands Level:

Domains

Dimensions

Key elements of standards to which lesson is focussed

Disciplinary-based learning

Reading and viewing

Language

Adjectives

Interdisciplinary learning

Communication

Listening

Listening and engaging with class discussion

Assessment Criteria and Method of Evaluation

Class Size

23

Merilyn Stenhouse

How will you identify what they have learnt and how will you record or note this

Standards

Assessment Criteria (Ability to: )

Evidence How will you identify what they have learnt and how will you record or note this

Understand that nouns

represent people,
places, things and
ideas and can be, for
example, common,
proper, concrete or
abstract, and that noun
groups/phrases can be
expanded using articles
and adjectives )

Worksheet: being able to use more describing words than just colours.

By looking at worksheet and seeing the use of different adjectives to describe the goat or troll.

Respond and make meaning of

Ability to engage within classroom discussion.

Evidence of engagement in classroom discussion.

Students Background Knowledge

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

Students have been exposed to the use of big books before. They have not done much on adjectives however they do story writing and information reports which will
need to have adjectives implemented.

Resources and Materials: Three Billy Goats Gruff big book, worksheet: goat or troll, early finishers worksheet: Poem about the Billy goat gruff.
Student Teacher Focus

What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?

I will be focussing on my voice, particularly using techniques that engage and control sound levels within the classroom.

Stage of lesson

Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible questions
that you may choose to use
Demonstrations etc

Stage 2 Body of lesson

Describe each distinct task
in the order to be
undertaken. Start a new task
each time the teacher or
students behave in a
different manner. State an
estimated length of time for
each task.
Ensure that there is some
form of prompt or
reinforcement available for
students
What preparations have you
made for early finishers of
each task so that they will be
extended in a relevant and
interesting way?
Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students
can evaluate what they have
learnt?

Tasks

Introduce the story of the Three Billy Goats

Gruff. Talk about the title, author and publisher.
Read the story using tone and emphasis, clarify any
words that students may not know.
Get the students to read some of if there is
repetition.
Discuss adjectives and what adjectives are in the
book and what other ones you can think of.
Create a table on the white board and write down
suggested describing words for their goats and trolls
which they will label. Encourage them to think of their
own.
Worksheet: design your own billy goat or troll using
coloured pencils with the title the three billy goats gruff.
After decorating it cut it out very neatly and paste in in
your English book. Then using arrows label each
appearance using describing words when doing so.
Early finishes: write a poem about the book and draw
pictures to illustrate it.

Ask students to paste what they have done into their

books and sit on the mat quickly when they are done.
Ask the students how they found the activity? Did they
have any problems? Show two students work and ask
them to share what adjectives they used. State: the
next time you have to do writing focus on using more
words to describe what youre doing rather than making
it boring.

Time

15 mins

Student action

Teacher action

What will students be doing?

Explain how the students are
expected to work.

What will you do during this time? What prompting questions may you
need to prepare? How will you monitor student progress and needs?
What preparations have you made for early finishers so that they will
be extended in a relevant and interesting way?

Sitting on the floor

attentively with hands in
lap and backs straight.
They must be silent
because it is all about
respect when someone
else is talking

During this time I will be reading the story using fluency and
expression. Ask questions like what do you think will happen
now? Use emphasis on bold letters
Same. Use explanation when saying why adjectives are
important. Focus on reading it without the adjectives and
how boring it sounded.
I will have eyes at the back of my head, watching for talking
students and correcting the behaviour

Sitting in the area

engaging with the activity

Writing words on the whiteboard to extend their vocabulary

and get them to think beyond the typical words.

At their tables working

quietly.

During this time I will be walking around the room giving

feedback and motivating students
Continually check clarity and sound levels in classroom

Quiet work at their

tables. Only speaking
when asking questions

During this time I will be walking around the room giving

feedback and motivating students.

Coming back on the mat

for discussing using mat
behaviour (not talking,
hands on laps)

Motivating and engaging.

10 mins

20 mins

5 mins

Stage 5: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject

Hand over to Ms Stenhouse.