ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE

English
Lesson Plan
2018

Claire Burwood

The University of Notre Dame, Fremantle

Tutor: Patrick Hampton (Tuesday 11:30)

 ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Strand & Content Description(s) from the Australian
Curriculum: English- Literacy
Interpreting, Analysing and Evaluating
Use comprehension strategies to build literal and inferred
meaning about key events, ideas and information in texts
that they listen to, view and read by drawing on growing
knowledge of context, text structures and language
features.
(ACELY1660)
Students’ Prior Knowledge:
 Students will have a basic understanding
about print including the features of print (such
as directionality.)
 Students will be able to identify all lower case
and upper-case letters (graphemes) and
articulate the most their most common sound.
 Students will understand that images and
words are used in texts to generate meaning.
 Students will be able to segment sentences
into individual words and are beginning to
break them down into smaller units of sound.
 Recognise different types of texts and some of
the characteristics unique to that text type.
 Retell stories with attention to characterisation,
setting and plot.
 Students will be familiar with the classroom
expectations for modelled reading sessions
including whole body listening and saving
questions and comments for after the story.

Adapted from the SCSA Scope and Sequence

document for PP

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy ICT Critical and Ethical Intercultural
Numeracy creative thinking behaviour
Social
understanding
 competence competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

 Listen actively to the demonstration of the prediction strategy.

 Remember the name of the strategy modelled.
 Describe how the strategy is useful in reading.
Teacher’s Prior Preparation/Organisation:

Locate and annotate a copy of The True Story of The 3 Little Pigs by Jon Scieszka.

Plan effective think aloud statements and questions that will promote the use of the reading strategy.

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LESSON DELIVERY Resources/References

(Lesson content, structure, strategies & Key Questions): Align these with the
Time segment where they will
Motivation and Lesson Introduction: be introduced.
The teacher will begin the lesson by introducing the reading strategy and
activating the students’ prior knowledge using a series of questions. Book
“Today Year 1s we are going to be reading a story and using a new reading The True Story of the
strategy called predicting. When we are reading new books we can use what Three Little Pigs
we already know to make predictions about what is going to happen next. It’s By Jon Scieszka
ok if our predictions aren’t always right but they are useful to help us connect
what we already know to the book we are reading and they also allow us to
use the words and pictures to help us understand what is happening.
“Today we are reading a book called The True Story of the Three Little Pigs.
The story is written by Jon Scieszka. We have read some of Jon Scieszka’s
books before. We know he likes to tell stories that we all know and change
them to make them different.”
“Who has heard the story of The Three Little Pigs? What was it about?”
“Who do you think is telling the story? What information on the front cover
gives you that idea?”
“What do you think is going to happen in this story?”

The teacher will remind the students about the expected reading behaviour
during modelled reading sessions and reiterate the strategy.

“I would like to see you all showing your best active listening while I’m reading
for you today. This means that your hands and feet are to be kept to yourself
and your eyes and ears on me. If you have anything you would like to say
please keep it to yourself until I’ve finished reading the story and then we
would love to hear your ideas, questions and comments.

Lesson Development:

The teacher will read the book aloud modelling the predicting strategy. The
teacher will pause at the following places to demonstrate the predicting
strategy for the class.

“The real story is about a sneeze and a cup of sugar”

“So, Year 1s, now I know some more information about the story I think it’s
time to change my prediction to fit in with my new information. I now know
that the story is told from the point of view of the wolf who says that the whole
story of the Big Bad Wolf is wrong, so I don’t think he is going to be the bad
guy in the book. The Wolf says the story involves a sneeze and a cup of
sugar. Maybe he’s baking a cake with the pigs and gets some sugar up his
nose and accidentally sneezes, making the pigs house fall down? I’m going to
continue reading and find out.”

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“Well I huffed and I snuffed…”

“Oh boys and girls! I’m so nervous! I can use the pictures in the book and my
prior knowledge about the original fairy tale and the world to help me make a
prediction. From looking at the pictures, I know that the wolf is about to
sneeze. I know that if I were to sneeze in a house of made of straw, it is likely
that the entire house would be blown down. I know in the original story that
the Wolf huffed and puffed and blew the straw house down. Let’s keep
reading and find out.

“Go away wolf. You can’t come in. I’m shaving the hairs on my chinny
chin chin.”

“I wonder what is going to happen next! I think that the wolf is going to sneeze
again and the pig’s house will fall down. I know that in the original story the
second little pig’s house was blown down.”

“Get out of here wolf. Don’t come back again.”

“Year Ones, I wonder if the wolf is going to blow the third little pig’s house
down. I know in the original story he huffed and he puffed but he couldn’t blow
the house down. The wolf wanted to eat the pig so climbed down the chimney
and went straight into a pot of hot boiling water. I know the wolf isn’t trying to
eat the pig in this story. He simply wants to borrow a cup of sugar. I think the
wolf will go to the grocery store to buy some sugar after the pig says no. Let’s
read on!”

“The whole time I was huffing and puffing and making a real scene.”
I think that the police are going to arrest the wolf and put him in jail because
he is trying to break down the pig’s door, which I know is bad. I know that the
wolf is very angry because the pig said something mean about the wolf’s
granny.

Lesson Closure:
(Review lesson objectives with students)

The teacher will conclude the lesson by asking the students a series of
questions related to the reading strategy that was modelled throughout the
lesson.

“Year 1s, who remembers the name of the strategy we just practiced?”

“Do you think prediction is a useful strategy that we can use when we are
reading? How is it useful?”

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Assessment:
(What are you going to assess? How are you going to assess it?)

The teacher will conclude the lesson by asking the students a series of
questions related to the reading strategy and aligned with the lesson
objectives.

“Year 1s, who remembers the name of the strategy we just practiced?”

“Do you think prediction is a useful strategy that we can use when we are
reading? How is it useful?”

As modelled reading is done by the teacher, there are limited opportunities for
student assessment during this phase. After reading the text and modelling
the strategy, the teacher will ask the class a series of questions about the
strategy which he/she can use to make a judgement about whether the
strategy has been understood by the class. The teacher will be able to better
assess individual students in future sessions of shared, guided and
independent reading.

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References

School Curriculum and Standards Authority. (2014). English (Version 8.1), Year 1,

Literacy, Interpreting Analysing and Evaluating (ACELY1600). Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8.

School Curriculum and Standards Authority. (2016). English- Scope and Sequence P-6

(Version 8.1). Retrieved from: https://k10outline.scsa.wa.edu.au/home/p-10-

curriculum/curriculum-browser/english-v8/overview/English_P-10_Scope-and-

Sequence_Phase_1_March_2016.PDF.

Scieszka, Jon. (1989). The True Story of the Three Little Pigs. London, United Kingdom:

Penguin Books Ltd.

The Department of Education WA. (2013). First Steps Reading Resource Book. Perth,

Western Australia: The Department of Education WA.