Lesson Plan

Day: M T W T F Date: 27/01/16 Time: 9-9:45 Year: 6

Learning Area: Science Topic: Classification
Curriculum content description: (from ACARA)
Present a point of view about particular literary texts using appropriate metalanguage, and
reflecting on the viewpoints of others(ACELT1609)

Use metalanguage to describe the effects of ideas, text structures and language features on
particular audiences (ACELT1795)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

The students have partially read their books in previous sessions and should know
their roles and how to participate in group discussion.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

To allow the students to engage in meaningful discussion regarding the themes,

characters, setting, and language of novels.

Learning objectives:
On completion of this lesson, students will be able to:
(What will students know and be able to do at the completion of the lesson specific, concise and
attainable objectives)

Work with a group to identify key themes, characters, settings and ideas of novels, and conduct
meaningful discussion regarding these items.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)

- Books for each group member.

- Sticky notes
- Role bookmarks
- Writing implements
- English book
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)

Students will be grouped with consideration of reading ability.

Timing: Learning Experiences:
Introduction of activity:
5
- Ask the class for their attention, rewarding attentive students and penalizing inattentive.

- Explain that we will be conducting co-operative reading today and that I will be quickly
revising the different roles with them.

- Hold up one of the bookmarks and ask the class if any know what that role entails. Praise
students who already know. Explain the roles for the students that dont or only partially
understand.

- Repeat for each role bookmark.

5 Group students:

- After this, ask that the discussion manager from each group go and retrieve the groups
supplies (books, sticky notes, role bookmarks) and find a spot in the room or outside for
their group. Groups that wish to read aloud may not sit inside.

- Once each discussion manager has chosen a spot for their group, ask each group to join
them, one by one.

15 Co-operative reading and discussion:

- Sit with students as they read. Read with them. Incite discussion with open questions
about the book during reading and afterward.

Wind-down/recap:
5-10
- After 15 minutes of reading/discussion ask each group to come back inside and quietly sit
down. While this is happening one member from each group is to put their supplies away.

- Once the class is seated and quiet, choose random students to give examples of the things
their group discussed, relating to their role. Ask 1-2 students for each role, depending on
time.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)