Beruflich Dokumente
Kultur Dokumente
Day: Thursday
Date: 20/10/16
Sequence of Lessons: 3 of 4
Year: 6
No. of students: 27
Student Assessment:
Outline the specific learning outcomes to be achieved. Outcomes should be Explain how student learning will be monitored e.g. observation checklist, video analysis.
concise, observable and attainable. What will be learnt in this lesson?
The assessment process must accurately measure achievement of objectives e.g.
I will measure the achievement of objectives by:
Students will be able to:
Apply their knowledge about recount writing to Using a checklist with the requirements that align with
create their own recount (draft) which includes recount writing - Reading and checking the students
all of the elements expected.
drafts before allowing them to continue on to their good
copies for the next lesson as well as observation while
walking around the room.
Timing
Learning Experiences:
Specify the discussion and activities that will take place. Divide into sections for Introduction,
Main body of lesson, Closure and Transition to next lesson. This section explains how students
will learn.
Words.
The students already have the
The literacy warm up engages the students and is the
same warm up that is done before each literacy lesson definitions in their books so all they
will be asked to do is write the
this week. So the students move the content they are
repeating from their short term memory to their long term definition on their whiteboards if
they can remember.
memory so that is becomes automatic.
I DO
In the I DO students are observing as I (the teacher)
goes through the explicit teaching steps and self-talk to
complete a task or apply learning.
Go through PowerPoint slides. Talk myself through the
3
process as if I the working out or problem solving in my Keep questioning going throughout
minutes head is actually spoken out loud. Use whiteboard marker the WE DO to reassure students
they understood the thinking
to mark where and what I am doing or changing and give
process and why they decided what
reasoning to why so the students see the process first
to do next
hand and know the steps needed to become successful
During the WE DO I will be
writing up a Success criteria up
on the second whiteboard so
the students can see what a
good one looks like so I am
modelling the expectations and
showing them what needs to be
WE DO
included in their recount in
Now the students are involved in the problem solving. As order to improve it or be
a class the students will be asked questions that guide successful. Simply - a guide.
them toward the answers.
The slides include a short recount orientation that is
poorly done. It has grammar and punctuation errors as
well as boring words and no detail. My job in this role is
to fix up the orientation but explicitly talk out loud about
the strategies I use to make the recount better.
7
minutes
YOU DO
Now the students are being taken back to previous work they
had already started in a recent Writing lesson. The students
began to write Recounts on either their Favourite ever day or
the Athletics Carnival that happened on Friday of week 1. So This time is where the lower level
far the students only have completed the Orientation, but this students will receive closer
is their opportunity to apply their developed skills and
attention while the rest of the class
knowledge to their own Orientations. The students edit their are busy writing their recounts. If
scribing is needed for EALD students
10 mins
own orientations and try to improve it using either
-
Time connectives and/or connections (any word other than or non-verbal students, then this is
when that assistance will be given.
THEN) because THEN is boring.
As well as allowing these students
Once they edit their Orientations and improve them, they are
allowed to continue writing the rest of their Recount drafts
(final copies due the end of the following lesson).
The remainder of the recounts must include:
- Sequence of events in chronological order
20
- Detailed descriptions of the events
minutes
- Ending with a personal statement or reflection
Students have 20 minutes to work on their drafts
Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
PLOUGH BACK
After the given 20 minutes 30 minutes of Recount writing
time the students will be asked to pack away their books but
keep their whiteboards out.
I will ask if any student wants to share their improved
orientation (not full recount ONLY the Orientation) with the
class allowing time for 3-4 students to share.
7-10
Once students have shared their improved Orientations, they
minutes will be asked a few questions to refresh their memory on
what is expected in their recounts and what elements could
be added to improve them.
Question examples: