EDLA

519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Week 1
Lesson
sequence &
Timing
(Minutes)

Lesson 1
(30 minutes)

Outcomes

Designing, Selecting and Sequencing Activities

EN3-5B
Discusses how
language is
used to
achieve a
widening
range of
purposes for a
widening
range of
audiences and
contexts

Introduction

The teacher will introduce to the students the picture
book The Wishing Cupboard. Afterwards the teacher
explains to the students that this book will form the
basis of the unit.
In pairs, students will participate in a Think Pair Share
activity. Students will predict and infer what they
think will happen in this book. They will use the
images, such as the salient images on the front and
back covers to prompt discussion. The teacher will
prompt students with the following questions:
I wonder what The Wishing Cupboard
may be used for?
I wonder why some wishes are easier to
satisfy than others?
I wonder what my most important wish
would be?
I wonder what the difference is between
this cupboard, compared to a cupboard I
would see at home?
Students brainstorm ideas on the Smart Board


Development

Differentiation

Teacher will probe

lower ability students
with questions in
order to get them to
participate in the
discussion.

Resources

Assessment

Smart
board
The
Wishing
Cupboard
picture
book

Teacher will
make
observations
Teacher will
make
anecdotal
notes

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

The teacher will read The Wishing Cupboard to

students using the Think-Aloud strategy. This is in
order to model to students how skilled readers
construct meaning from a text.
The teacher will ask students the following questions:
What do I know about this topic?
What do I think I will learn about this
topic?
What were the most important points in
the book?
What more can I do to understand the
main theme of this book?
Teacher and students will discuss the themes of this
book. The Wishing Cupboard is a story about the
importance of family. The book explores the sadness
of families who have been separated over time and
space and shows how hope, wishes and action can
reunite loved ones (Reading Enriches Learning,
2015).

Closure

Teacher poses questions to students, which
encourages students to review and reflect on their
learnings and knowledge, including:
What do the salient images demonstrate
to the audience?
What theme from the book is your
favourite and why?

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Lesson 2
(30 minutes)

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.

Introduction

The teacher introduces The Wishing Cupboard in a

manner that builds the students curiosity.
Students will relate the text to their experience and
discuss some predictions in relation to this books
content, structure and features.
Teacher will inform the students that the goal of this
lesson will be to identify comprehension strategies
that will assist students in order to determine the
theme of The Wishing Cupboard and vocabulary that
is used to indicate Trans particular view of when his
Mum is coming home.

Development

The teacher will read The Wishing Cupboard to the

students, whilst engaging purposefully with the text.
The teacher will think aloud, whilst modelling how to
make meaning from the text and think critically about
it.
For example, the teacher will question, prompt and
probe students to identify the particular vocabulary
and words that indicate Trans particular view
of when his Mum is coming home.

Conclusion

The teacher poses questions to students, which

encourage students to review and reflect on their
learnings and knowledge, including:

Students can have a go

using the think aloud
strategy to construct
meaning from the text.

The
Wishing
Cupboard
picture
book
White
board

Teacher will
make
observations
Teacher will
make
anecdotal
notes

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

What is the overall theme and meaning of

the text?
What reading strategies may you use to
comprehend, understand and process
another text when reading?

Lesson 3
(30 minutes)

EN3-7C
Introduction
A student

thinks
In this lesson, students will explore making
imaginatively,
connections with the text.
creatively,
The teacher will read The Wishing Cupboard to the
interpretively
students and model this activity for them. Students
and critically
will write down notes on paper that will lead to
about
making paper chains.
information
The teacher will explain the three types of
and ideas and
connections: Text to Self, Text to Text and Text to
identifies
World.
connections

between texts Development
when

responding to The teacher will re-read to students The Wishing
and composing
Cupboard.
texts.
The teacher will then pause at particular points in the

book, in order provide a model of how to make each

of these connections.

As the teacher is modelling how to make these

connections, the students will write each of the

different connections on a different coloured strip
and glue their chains together.
Students will turn to their thinking partners to discuss

This activity was

designed specifically
for the kinaesthetic

learners in order to get

them to engage and
respond to reading
comprehension,
fluency and vocabulary
development through
a creative lesson.

Paper
chains
The
Wishing
Cupboard
picture
book
White
board

The teacher will

observe the
students ability
to use their
critical thinking
skills to make
connections with
the text and
students
displaying a
range of
listening and
speaking skills.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Lesson 4
(30 minutes)

EN3-7C
Thinks
imaginatively,
creatively,
interpretively
and critically
about
information
and ideas and
identifies
connections

EN3-5B
Discusses how
language is
used to

each connection that they have identified in the book.

The teacher will revise the three types of connections
and encourage students to share some extra
connection they didnt make during the reading.
Family, cultural identity and belonging should become
evident through students connections.

Closure

Teacher poses questions to students, which
encourages students to review and reflect on their
learnings and knowledge, including:
What connections were explored throughout
the text?
What strategies did you use to explore these
connections and themes?

Introduction

The teacher will discuss with students the importance
of reflection on their reading to access the authors
purpose in the text.
The teacher will introduce the Alpha Boxes Worksheet
(refer to resources) explaining that the purpose is to
reflect on reading and identify noun groups, verb
groups, adjectives, similes and metaphors.
The teacher will explain and model the Alpha Boxes
Worksheet, with the letters A-Z.
As the teacher reads The Wishing Cupboard, students
will write on their worksheet noun groups, verb
groups, adjectives, similes and metaphors they
identify from the text (Every letter doesnt need to be
filled in).

Gifted and talented

students may benefit

from extending the
Alpha Boxes
Worksheet to include
questions, for
example, if the word is
history, the question
accompanying the
word may be Whos
history is inside the
cupboard?.

The
Wishing
Cupboard
picture
book
Alpha
Boxes
Worksheet

Teacher will
observe students
and make
anecdotal
records on how
students
identify,
communicate
and present
their findings to
the class.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

achieve a
widening
range of
purposes for a
widening
range of
audiences and
contexts.

Lesson 5
(30 minutes)

Development

The teacher will read The Wishing Cupboard to
students.
As the teacher is reading The Wishing Cupboard,
students will fill out their Alpha Boxes Worksheet,
listing noun groups, verb groups, adjectives, similes
and metaphors.
Then, students will discuss how each word they
selected is related to the story and authors purpose
whilst stipulating what language features they
selected.

Conclusion

Teacher will discuss with students if these words
assisted them in order to reflect on the authors
purpose, while identifying language features.
Teacher poses question to students, which
encourages students to review and reflect on their
learnings and knowledge, including:
What is the purpose of The Wishing
Cupboard?
What are some noun groups and verb groups
you identified throughout this book?

EN3-4A Draws Introduction
on appropriate
strategies to
In preparation for this lesson, the teacher will tell
accurately
students to bring in something that is sentimental to
spell familiar
them and their family- an object in which they will
and unfamiliar
place in their own The Wishing Cupboard. These

The gifted and

talented students will
write their own
paragraph on an
object that is
sentimental to them

Individual
objects
White
board
Work
books

Teacher will
observe students
and make
anecdotal
records on how
students

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

words when
composing
texts.

EN3-8D
Identifies and
considers how
different
viewpoints of
their world,
including
aspects of
culture, are
represented in
texts.

objects may include photographs, toys, books and

and their family,
family heirlooms etc.
explaining why.
Students will sit in a circle discussing why the object
they brought in is sentimental to them and their
family. Students will select one word to put on a word
wall, in order to describe their object.

Development

The teacher will explain what metalanguage is to the
students and how it describes the effects of ideas,
text structures and language features of literary texts.
The students will participate in an explicit modelled
writing activity, writing one paragraph using
metalanguage about one students sentimental
object, which was selected by the whole class.
After the paragraph has been written on the
whiteboard, students will use the language
conventions to ensure that the paragraph modelled
has the correct spelling, grammar and punctuation
through the editing process.
Students will copy this modelled writing into their
workbooks.

Closure

Teacher poses question to students, which
encourages students to review and reflect on their
learnings and knowledge, including:
What is metalanguage?
What are some language conventions used in
The Wishing Cupboard?

identify,
communicate
and present
their findings to
the class

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks