Class: Stage 3 Date: 15th June 2016 Time: Start: 9:00am

Finish: 10:15am
Key Learning Area: English Lesson Topic: Shared reading/ guided reading

Recent Prior Experience (Specific relevant concepts, skills and values the school students have experienced prior to this lesson)

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

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 5B: Discusses how language is used to
achieve a widening range of purposes for a
widening range of audiences and contexts.
Any safety issues to be considered:
Behaviours that contribute toward achievement Strategies which will be used to assess
of outcome(s). Quote syllabus numbers. Must be learners attainment of learning
clear, specific, observable. Curriculum Content outcomes. Should be linked to each
Strands may be used as headings. learning indicator.
By the end of the lesson, the students will: Questioning exploring what Ss know
and extending them.
Be able to engage personally with texts.
Be able to make connections with the Verbal feedback Getting Ss to answer
books that they read. questions and communicate their
Be able to identify and explain answers with others.
characteristic text structures and
language features used in imaginative, Written work Having Ss write down
informative and persuasive texts to meet their answers.
the purpose of the text.
Resources:
List resources you used in preparing the lesson AND those used in the lesson
implementation

Whiteboard, Little elephants Graeme Base.


Lesson Content/ Indicators of Learning
(What is taught):
Note key skills, concepts and values
addressed in each section. Link to your
indicators of learning.
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 5B: Discusses how language
is used to achieve a widening range
of purposes for a widening range of
audiences and contexts.
Lesson Sequence Shared reading
Timing Teaching Strategies/ Learning experiences: Resources and Organisation
(mins) (How it is taught)
Write detailed steps showing what the T (T) will
do and what Ss (Ss) will do.
Seating Ss on the floor in front of the
whiteboard/ interactive whiteboard.
5 mins Learning intention: I am learning to Sitting Ss on the floor in front of
interpret implied information in texts using the whiteboard.
the strategy of visualising and inferring.
Success Criteria:
Using both images and text to
explain what is happening.
Use evidence from the text to
support my answer.
T reads out the learning intention again to
remind Ss that they arent just gathering Ss will be moved if they are
meaning from the text in the book, that speaking.
they are also using the images to form
their meaning. Think/ pair/ share strategy:
T asks Ss to recall and retell what the communicating their ideas with
message of this story is If you are good others.
to someone good things will happen in T will say freeze or will raise hand
return. in the air when Ss are to be
T asks Ss what text in this story supports focused.
the meaning of the story?
Development
13 mins
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 5B: Discusses how language
is used to achieve a widening range
of purposes for a widening range of
audiences and contexts.
Closure
2 mins
EN3 5B: Discusses how language
is used to achieve a widening range
of purposes for a widening range of
T Goes through the beginning images of Questioning Ss: prompting them
the book What are we feeling through to extend their thinking.
these pages? What colours does the
illustrator use to create this feeling? What
else in the image makes you feel that
way?
Ss will explain that the darker colours
resemble sadness (Jim has to get rid of
pipsqueak) and that the brighter more
cheerful colours are when the stranger
comes (Gold = good fortune).
T stops on the image of the stranger with
the wheat.
T asks Ss to explain what is happening in
this picture.
T models on the board a paragraph
including the main idea of the story and
evidence from the text, which supports this
idea.
T asks Ss to go back to their desks and
write down the sentence as well as
brainstorm ideas about the images and
how the image supports the text.
Ss share how the image stood out for them
and what colours and expressions the
illustrator used to convey this message.
audiences and contexts.