Lesson Plan

Day: Wednesday Date: 28/3/18

Time: 1 hr 30mins
General Information
Year: 1
Learning Area: Literacy
Topic: Adjectives

Curriculum content
description ACELA1452
ACELY1670
VCAVAE013

Students’ prior
knowledge and The students have been working on adjectives and
guided drawing in previous lessons. This lesson will build
experience
on these skills.
The activity is an Easter based theme providing students
with opportunities to learn about holidays of culture
significance.

Learning purpose  ACELA1452- Talking about effective words that

describe a place, person or event.
- Learning how a sentence can be
made more vivid by adding adjectives, adverbs
and unusual verbs.
 ACELY1670 - Students will be using
comprehension strategies to build literal and
inferred meaning and analyse text by drawing on
growing knowledge, context, language and visual
features and print
 VCAVAE013 - Directed drawing
- Creating artworks that have a
social purpose i.e. Easter
Learning objectives  Build on prior knowledge of adjectives
 At the completion of the lesson, the students will
understand what an adjective is and how they
are effective in developing texts
 Students will be able to complete a guided
drawing
 Students will have an understanding of the
cultural significance of Easter
 Students will be able to identify adjectives within
a text

Evaluation  Testing students’ level of understanding about

the story book against their completed work and
learning objectives.
 Observation
 Questioning- open ended, inquiry based.

Preparation and  Book- The Easter Bunny Comes to Perth

Resources  Easter bunny cut outs
 Scissors
 Glue
 Colouring pens
 Paper for bunny head and backing paper

Catering for diversity

 Be aware of students with lower literacy levels
to ensure they get additional support during the
written part of the activity
 Move students who may require more assistance
in comprehending the adjective concept into a
small group and give additional information,
guidance and support.

Learning Experiences
 Begin by explaining that we will be doing an
Easter activity based on adjectives. Ask students
if they can describe what an adjective is?
 Introduce the students to the book ‘The Easter
Bunny is Coming to Perth’ that we will be
reading to discover the adjectives. Remind
 students of their listening skills, what do they
need to do to show they are listening
 Ask the students what they think the book will
be about- why? What does the title tell us about
the book, what does the front cover tell us
about the book?
 Get the students to list some adjectives based
on the front cover by putting their hands up.
 As the book is being read, pause at the end of
each page and ask students what is happening in
the story. Use guided and open ended
questions. Ask the students to think of the
adjectives being used on the page and ask
students to put their hands up to name some of
the adjectives. Writ their responses on the white
board.
 Following the story, ask the students to give
some examples of the adjectives that were used.
Ask about the story and how words like
‘beautiful’ and ‘yummy’ change the way we read
the story i.e. ‘Kate wore a hat’ do we know
anything about the hat, do we like the hat or
dislike the hat? Compared to ‘Kate wore a
beautiful hat’
 Next inform students that we will now be doing
our Easter drawing using some of the adjectives
that we read through the book.
 Show the students a completed Easter rabbit
adjective picture
 Go through the steps to making the Easter
Rabbit
- Place your hand at the bottom of the page as a
size guide. Draw an oval around your hand.
- Draw 2 small dots in the top left and right hand
corners. Use these to guide where your bunny
ears are drawn from
- Again draw 2 small dots, about a third of the
way down the bunny ears and draw the inner
ear.
- Draw a love heart, about the size of the pad of
your thumb in the centre of the bunny face
- From the bottom of the love heart, draw a
large J
- Draw a backwards J on the other side coming
from the heart to make the rabbits mouth
- Draw two large oval roughly about the length
of your thumb for the rabbits eyes
 - Give your bunny a cute bow on one ear or at
the base of their neck
- Using the egg shapes, write as many adjectives
from the book as you can think of. Write some
examples on the white board
- Cut out adjective eggs
- Cut out the Easter bunny head
 Move around the group and check how the
students are managing the task

** In discussion with my mentor teacher, we decided

the split the final section of the activity into another
session as we added an art session to the lesson later in
the day

 Instruct the students to take the blank backing

page to the wet area, explain how they will use
the white crayons to draw Easter related
pictures on their pages.
 Next ask students to paint over their pages in
the coloured dye to reveal the Easter crayon
pictures.
 Set paper aside to dry
 When the paper is dry, distribute to each
student and ask them to glue on their bunnies
and adjective word eggs to the picture
 Show off your awesome Easter Bunnies!

Lesson Evaluation
The session went really well. The students were really
enthusiastic and participated and engaged with all the
activities.
The lesson was split into two sessions, which was a
really good decision as it would have been much too
rushed and many students wouldn’t have finished their
bunnies.
I was able to use some simple low level classroom
management strategies to maintain the class’s
engagement. Eye contact and proximity were very
effective. While reading the book, I had to manage
some over enthusiastic calling out, but overall the
lesson went well.
I noticed that some students are much more reserved in
a group setting and very rarely put their hands up to
offer their opinions. I ensured that I checked in with
these students during the written components to clarify
their understanding of the concepts.
In future sessions I would be mindful of the amount of
content involved in each lesson and of the pace that
students work at to ensure that the lessons are able to
be completed in the timeframes set out.