Beruflich Dokumente
Kultur Dokumente
English
Lesson Plan
2018
Claire Burwood
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Strand & Content Description(s) from the Australian Students’ Prior Knowledge:
Curriculum: English- Literacy
Interpreting, Analysing and Evaluating Students will have a basic understanding
Use comprehension strategies to build literal and inferred about print including the features of print (such
meaning about key events, ideas and information in texts as directionality.)
that they listen to, view and read by drawing on growing Students will be able to identify all lower case
knowledge of context, text structures and language and upper-case letters (graphemes) and
features. articulate the most their most common sound.
(ACELY1660) 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.
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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ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE
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.
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ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE
“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.”
“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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ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE
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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ED2631/ED5007 ASSIGNMENT ONE LESSON PLAN TEMPLATE
References
School Curriculum and Standards Authority. (2014). English (Version 8.1), Year 1,
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8.
School Curriculum and Standards Authority. (2016). English- Scope and Sequence P-6
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:
The Department of Education WA. (2013). First Steps Reading Resource Book. Perth,