LESSON PLAN

LESSON ORGANISATION
Year Level: 4 Time: 11:00-12:00pm Students’ Prior Knowledge:
 Understand that a clause is a
Learning Area: English: Grammar unit of grammar usually
containing a subject and
a verb and that these need to be
in agreement (ACELA1481)
 Understand that verbs represent
different processes, for
example doing, thinking, saying,
and relating and that these
processes are anchored in time
through tense (ACELA1482)
 Learn extended and technical
vocabulary and ways of
expressing opinion including
modal verbs and
adverbs (ACELA1484)

Strand/Topic from the Australian Curriculum:

Understand that the meaning of sentences can
be enriched through the use
of noun groups/phrases
and verb groups/phrases and prepositional
phrases (ACELA1493)
General Capabilities
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives:

As a result of this lesson, students will be able to:

 Students are able to identify the correct rule when to turn a word into a Plural
 Students are able to correctly use a plural in a sentence.
 Students are able to work competently as individuals and work cooperatively with other students.

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Teacher’s Prior Preparation/Organisation:
- Preparation of Plural Quest cards
- Preparation of the three group ability worksheets
- Preparation of Challenge for higher range students
- Preparation of Self-assessment
- Preparation of rubric assessment
Provision for students at educational risk:
-Those students who are considered at educational
risk (Lower ability students) will be provided with a
worksheet that allows them to find 10 singular words
suited to their ability.
- Students: Austin and Amara will complete the next
relevant page in their specialised literacy booklets.

LESSON DELIVERY:
Resources/References
Time Motivation and Introduction:
11:00- -The learning intentions of the lesson will be explained to students with the
11:15am
use of WALT and WILF.
Class iPad
WALT (We Are Learning To): Identify the rules for when to turn a word into a
plural
WILF: (What I’m looking for): For you to correctly write plurals and use them
in a sentence.
- Students prior knowledge will be re-activated through questioning about Plural Charades words
what a plural is.
- Students will be then be informed they will be playing a plural game: Plural
charades. Where students will take turns in acting out something which will be
a plural.

11:15- Lesson Steps: 20 Plural quest cards

11:45am
- Students will then be introduced to the idea that they will complete a plural
quest activity. The activity will involve 20 singular or Plural words put around
randomly in the classroom. Students are to find these words and then form
the correct word either Singular to Plural or Plural to Singular - For example
Church to Churches or Stories to Story.
- If students finish early they will write sentences that include plural words
from their worksheet.

Learner Diversity: Plural worksheet (set of

10 questions)
-Those students who are considered the lower range students (blue group in
literacy rotations) will be provided with a set of 10 question work-sheet for the
activity of turning singular words to plurals words. If those students still
struggle with the concept they will be provided with teacher guided support Plural worksheet (set of
15 questions)
and a buddy partner to work with if needed.
- Middle range students (red group) will be provided with a sheet to fill in 15

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 singular to plural words.
Plural worksheet (Set of
- Higher range students (green group) will be provided with a sheet to fill in 20
20 questions)
examples of singular to plural words.
-If (green group) students finish their words and sentences they will complete
a Plural challenge. Students will write a short story which must include 10
words from their quest.
Whiteboard

Lesson Closure:
11:45-
12:00pm - Students will be given 5 Plural words and they will be required to write
Self assessment sheet
sentences with these plural words in the sentence.
-Students will complete a self-assessment on how they believed they worked
this lesson.

Transition:
- A targeted group of Students (Middle range students – Red group) will
complete a formative assessment throughout the lesson. Students Formative
assessment will then be analysed and a decision will be made in regards to
students understanding and if a follow up lesson is needed.

Assessment:
- A targeted group of Students (middle range students) will complete a Formative assessment
formative assessment where they will be asked a few questions in regards to template and assessment
book
plurals and if they are able to identify the correct rule.
- Students worksheets & literacy books will also be collected, marked and
Rubric assessment piece
assessed against a rubric
- Students will complete a Self-assessment on how they believe they worked
this lesson.

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