ACU LESSON PLAN FORMAT

School: Cambridge Gardens Student Teachers: Danielle Hardie Mentor: Mr James Kristof

Class: 4/5 Date: 28/11/17 Time: Start: 9:15am

Finish: 10:50am

Key Learning Area: English Lesson Topic: Sentence-a-day, spelling, guided reading, reading groups, poetry

Recent Prior Experience: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
• Ss completed one previous lesson on sensory poems
• Ss have used the sentence a day topic the day before (Simple to compound/complex and emotive language)
• Ss are about halfway through their guided reading book (Dragon Keeper) and have used sketch-to-stretch throughout the year for comprehension

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

Year 4
EN2-9B – Uses effective and accurate sentence
structure, grammatical features, punctuation,
conventions and vocabulary relevant to the type of
text when responding to and composing texts
By the end of this lesson, the students will: - Observation of student understanding
- Show a level of comprehension used the sketch-
to-stretch strategy (Visual)
- Successfully write an independent sensory poem
about a topic of their choice

Year 5
EN3-6B – Uses knowledge of sentence structure,
grammar, punctuation and vocabulary to respond to
and compose clear and cohesive texts in different
media and technologies
(NESA, 2017)
Any safety issues to be considered:
- Tidy classroom
- Sending Ss to their desks in
groups to avoid collision
Resources:
- Ss workbooks, spelling books, reading books
- Interactive whiteboard
- Dragon Keeper books
- Whiteboard and whiteboard markers

Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences:
Learning (What is Taught):
INTRODUCTION
Sentence-a-day activity
DEVELOPMENT
LESSON SEQUENCE
Resources and Organisation:
(mins) (How it is taught)
10 mins T will introduce the literacy lesson and will task T will have Ss sitting on the carpet when introducing the
students to begin their sentence-a-day activity that is lesson.
based on their weekly task.
T will send Ss back to their desks to begin their sentence-
a-day activity.
Year 4: Simple Sentences to compound or complex
sentences T will have sentence-a-day slide up on the board with topic
and example/list for students to work off of.
T will roam checking for Ss needing additional instruction
Year 5: Emotive language
or assistance.
T will encourage fast finishers to work on their spelling
Students will then complete their Monday spelling lists lists, students who finish their spelling as well as their
in the remaining time of the lesson - if students run out sentences will be encouraged to work on the spelling list
of time they are encouraged to come back at a later time. strategies on their white board (resource) where students
write their spelling words into sentences.
Guided Reading 25 mins T will instruct Ss to draw up 9 boxes in their books to Dragon Keeper books
begin. Ss can draw as they listen to the T reading. T
Ss books
will read aloud “The Dragon Keeper” while Ss read
along. After a few pages are read aloud, T will instruct Ss will be seated at their desks quietly
Ss to finish their drawings for the Sketch-to-stretch
comprehension strategy. Ss will draw images about
the important points that happened in the book.

Modelled reading + crunch and 10 mins T reads a chapter or two (dependent on time) of the
sip class book live Olive of Groves.
Ss eat their crunch and sup and listen to the modelled
reading. No speaking to occur from the Ss.
T models expert reading
T ensures Ss aren’t speaking, and are paying attention
T poses random questions to ensure Ss are listening and
comprehending the story

Ss will move to levelled reading groups

20 mins
Reading groups

CLOSURE

20 mins T and Ss will recap sensory poems from previous Whiteboard & markers
lesson. T will write on the whiteboard a class shared
Poetry T will use the ideas of Ss for the poem
poem on “chocolate”.
T will allow Ss to share poems to conclude morning
Ss will copy this into their books.
session.
Ss will then have the opportunity to create their own
sensory poem on a topic of their choice.