Lesson Plan Week 1 Lesson 3

Class: Stage 3/ grade 6

Date:

Time: Start: 9:30 Finish: 10:00am

Key Learning Area: Literacy

Lesson Topic: Comprehension and Vocabulary focusing Characters from The lion, the witch and the
wardrobe

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have read The lion, the witch and the wardrobe
Students are familiar with characters and beginning to be familiar with novel vocabulary
Students previous lesson was on descriptive language and setting the scene of the novel (Visualisation)
Students have prior knowledge of Venn diagram comparison strategy
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

- EN3-3A uses an integrated

range of skills, strategies and
knowledge to read, view and
comprehend a wide range of
texts in different media and
technologies
- EN3-7C thinks imaginatively,
creatively, interpretively and
critically about information and
ideas and identifies connections
between texts when responding
to and composing texts

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.

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

By the end of this lesson, the students will:

- SS examine, identify and record the features and

actions of, and emotions about, characters in the
novel

- Collect work samples Are the

diagrams coherent and make
sense?

-Use comprehension strategies to interpret and

analyse information and ideas

- Question and answer through

discussion- what do students infer
about the characters of the novel

- Recognise and explain creative language features

in imaginative texts that contribute to meaning of
characters

- Monitoring through observation of

small groups

- Interpret events, situations and characters in texts

- recognise how aspects of personal perspective
influence responses to text
Any safety issues to be considered:
n/a

Resources:

Novel The Lion, The witch and the wardrobe by C.S. Lewis, Venn diagram

template 3 circles,
Interactive White Board (IWB), different coloured pencils
Enrichment activity literacy journal

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Ss reintroduced to visualisation
and inference as comprehension
strategies

Ss highlight excepts from text and

discuss what each point tells the
audience about a character
Ss should be able to identify key
facts about the character and
make inferences
Ss discuss how certain language
and grammatical features give
meaning to characters

Ss explore their own personal

Timing
(mins)

Teaching Strategies / Learning Experiences:

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

Resources and Organisation:

T begins with a recap of last lesson:

Vocabulary, descriptive, figurative and emotive
language
10
mins

T Builds knowledge of topic

T introduces todays comprehension strategies as
visualisation and inference - recaps what is meant
by visualization from last lesson
T explains that Ss can infer character traits
through dialogue. Gives example of dialogue of
Edmund teasing Lucy. What does that say about
Edmund?
Think pair share
T asks Ss who their favourite character is and
why? What do Ss know about character that
makes them favourable?
Is it to do with her/his speech, thoughts, actions,
emotions or relationships/ interactions within the
novel?
T reads excerpts from the Novel about Lucy
(modeling characterisation)
Shared reading of excerpts about Lucys
character (truthful/reliable p 29).

Recap on last lessons to

reinforce knowledge
T sitting on floor as t leads
discussion

Ss work with partners of

various abilities as it allows
for deeper understanding

Excerpts about Lucys

character placed on IWB so
all students can read

preference of characters and state

their opinions for the preference

Discusses Lucys actions and emotions towards

other characters
Discusses how Lucy is different to Edmund
T introduces activity - compare and contrast 3
characters

DEVELOPMENT

Ss identify main characters in story

and how they relate to the novel
By brainstorming character traits
Ss will also be reviewing
vocabulary

15
mins

Ss draw conclusions about

characters from reading novel
Ss should be aware of spelling
when character profiling
Ss determine importance of
characters and their role within a
novel text

Whole class activity (joint construction)

Brainstorm a list about how to describe a
character
What characters are feeling about Narnia,
What words are used to describe them in the
novel
Relationships to other characters
Lucy reliable and truthful p.29, Edmund
beastly p.45, Mr Tunmus inquisitive
Ss compare and contrast only two characters with
teacher
What makes these two characters similar and
different what is their relationship to each
other?
T recaps on how to use 3 circle diagram
Independent work
Ss complete 3 circle Venn diagram for character
profiling
Each Ss can choose any 3 characters from the
book to describe and analyse.
Ss complete the Venn diagram using vocabulary
from the novel this can include dialogue and
descriptive language.
Ss can also add in their own opinion/ inferences of
character in a different coloured pencil.

Ss have the novel as

reference to use when
comparing characters
Brainstorming done on IWB
to use as reference for
independent task

Visual learners can use

illustrations within their Venn
diagram

Ss should skim and scan

novel to review dialogue and
text to use in Venn diagram

Collection of work samples

to check for understanding
of characters in relation to
text meaning

CLOSURE

Ss encouraged to give make

judgments about characters what
does the character and the
characters actions mean to them?

5 mins

Think-pair-share From comparisons what can

you visualise about the characters? Can you
describe characters?

Ss sitting on floor for closure

activity allows for Ss to be
engaged in reflection of
learning

Ss build an understanding of how

characters help the story unfold
Closing discussion implies about Ss
knowledge of themes portrayed
through characters, such as good
versus evil. This will be discussed
further in a following lesson)

Closing Discussion Does comparing and

contrasting characters increase your
understanding of the story? How so?
Enrichment activity how did each child feel
when learning of Aslan (the lion) What does the
children feeling infer about Aslans character?

Assessment Question to be
observed and monitored
(note taking)
Activity for gifted and
talented or early finishers is
to complete critical
questions about the novel in
their literacy journal