Lesson Plan:

Teacher: Miss Reegan Ker

Week/Session: Term 3, Friday the 1st of September
Class: Year 6
Learning Area: English/Literacy
No. Students: 29
Length: 60 minutes

Australian Curriculum: Strand: Literacy: Interpreting, analysing and evaluating: Select,

navigate and read texts for a range of purposes, applying appropriate text processing
strategies and interpreting structural features, for example table of contents, glossary,
chapters, headings and subheadings (ACELY1712 - Scootle )

Teaching Objectives: On completing this lesson each student should be able to:
- Explain why it is important to paraphrase information found in other resources
- Identify key words and phrases from a research document
- Use the key words to write sentences in their own words

Students prior knowledge: Students have experience with finding research information
from the internet. They have worked as a class to paraphrase and they have had
experience with cutting and pasting important information.

Materials/Resources: White board, white board markers, projector, work sheets,

research sheet and extension sheet for students (see appendix at the end).

Procedure:
Class warm up (10 minutes)
- Settle the students down using words like, eyes on me please Year 6 and wait for
their full attention
- Introduce yourself
- Set the warm-up up on the projector
- Start the class warm up, this is prepared by my mentor teacher on a power-point,
the students do this every morning for literacy

Introduction (5 minutes)

- Tell the students they will be learning more about paraphrasing and finding key
words and phrases

Recap on how to paraphrase

- Ask: Remember hands up, can anyone tell me what is paraphrasing?
Why is it important and crucial to paraphrase?
How do we paraphrase, what do we look for?
- Tell them that it is not okay to copy and paste information into their reports
Engagement (40 minutes)

Tell the students that they are going to be looking at research on the topic of Elephant
Seals
Today we are going to be looking at the research I have found and copied about Elephant
Seals
- Get the two helpers to hand out the research sheet (see appendix) and show it on
the projector
- Hand out worksheet (see appendix)
- Ask them to have a look on the work sheet and look at the titles/ headings that
they need to write about

Class discussion - Hands up, looking at the front, by looking at this worksheet, what you
need to look for in the research? What are the key words that we would be looking for?
- Write on the board what they discuss and write the four headings
Appearance, Habitat, Diet, Interesting information
- Read the research page as a class or ask for volunteers to read

Once it has been read as a group refer to the work sheet and explain that they need to
look at the headings and find information from the research sheet to be able to fill the
worksheet out
- Get them to highlight any important information that could fit under the 4
headings, say we are just highlighting for now
- If they dont understand any words in the text they can use their dictionaries

Remind them to keep on track and give praises to good workers.

If a student keeps turning around to talk to a peer, ask them if they have finished and to
show you if they have. If not remind them to keep working.

- When you have finished highlighting, I would like you to fill out the first side of
the sheet with dot points under each heading
- When most of the students have finished dot points, stop the class room 1, eyes
to me please.

Explain to them that they need to paraphrase the highlighted bits and use their dot points
to write a small paragraph under each heading.
- This must not be copied straight from the research, you need to change it into
your own words
- Walk around and make sure they understand what they are doing, give guidance if
needed
When they have finished tell them to check their spelling and punctuation

Early finishes/extension exercise If a student has finished early, give them the extra
vocabulary worksheet to do (see appendix)
Conclusion (5 minutes)

- Point out some positive teamwork that was made by some students and address
this to the class

Class discussion
- Ask the class remember put your hands up, why is it important to paraphrase? Do
you think your reports would sound like you wrote them if you just copied and
pasted? Why/why not?
Ask these questions in relation to blooms taxonomy to understand where the students
are at with the lesson, to assess their learning.

Assessment and Evaluation:

(a) Were all students able to work out how to find the key words and phrases from the
research sheet?
- I plan to find this out by ensuring that all students have a go at highlighting the main
points out of the text
- I will walk around having a looking if any students need assistance and guidance to check
for understanding and knowledge
(b) Were all students able to explain why it is important to paraphrase?
- I plan to find this out through asking specific questions that will cover why it is
important and how it would feel to have their work stolen
(c) Were all students able to write sentences or paragraphs that link to the specific
topic from the research?
- I will check if every student has attempted to write a sentence under a topic by
walking around observing, if they havent, I will give them assistance and get them
back on track
- Make note of who has and who hasnt
Self-Reflection:
Best part of this lesson
The best part of this lesson was when the students were volunteering to read out aloud,
putting their hands up in group discussions and getting involved with the questions I was
asking. The students also really responded well with my class room management and
would do what I asked them. If they were talking I would ask them to turn around and do
their work and they did.

Trouble spot
The trouble spot that I came across was a few students finished a lot earlier than I
expected and then finished the extension exercise. So this was un planned and I had to
think on the spot of what they should be doing next. This was only about 2 students so it
wasnt a massive problem.

What would I do differently if I was doing that very same lesson tomorrow
I would prepare a second extension exercise to be extra organised to limit unexpected
things occurring. I would maybe also ask some more questions to allow every student to
have a go and answer, as lots of the same students wanted to answer all questions.
Catering for diversity
Ask mentor teacher:
Are there any students on an individual education plan?
2 students on IEPs
Behaviour Management Plan/Contract?
No
Are there any students with special needs?
No
Is there a health/emergency plan? E.g. Epi Pen
There is one student with an Epi Pen, 6 students with asthma, one mild to moderate
allergy management and response plan for a student allergic to bees, one student with a
mild to moderate allergy management and emergency response plan for grass allergy.

Appendix
Research sheet from Super Teacher
Work sheets from Super Teacher
Extension exercise from Super Teacher