LESSON PLAN: Literacy (2x 30min lessons) Using the book The Wrong Book by Nick Bland as a guide,

student will create their own version of the book and use different materials to create their illustrations Target Year Level: Primary, Grade One/Two Curriculum Links: (Standard Two, Stages 4, English-Literacy Curriculum) Reading and Viewing Read and view texts such as picture books, raps and rhymes, fairytales, information texts, simple picture dictionaries, advertising material, environmental print, simple electronic and media texts Suggest some of the ways in which characters, people, places and events are represented Writing Use capital letters at the beginning of sentences and for proper nouns, full stops, question and exclamation marks when writing simple sentences PHASES Introduction (Lesson One) TIME 20 mins ACTIVITIES -Introduce the book to the class The Wrong Book written and illustrated by Nick Bland -Read the book to the class read slowly, using lots of expression to build suspense and engage the students. Get students to read along if they would like for the line you are in the wrong book -Use question sheet to guide questioning whilst reading (Appendix 1.0) -Hold a whole class discussion using probing questions to ensure students develop a deep understanding of the book (see Appendix 1.0 for question sheet) -Explain to the class that we will be creating our own book, using different characters and will be illustrating them using lots of different materials -Remind the students of the book we read and the activity we will be doing Can anyone tell me what the name of the book was that we read yesterday? -Show the class the different materials I have gathered for them to use for their illustrations -Show the class the example that I have prepared earlier (princess with wool hair/owl with beady eyes) -Explain to the class that I want them to use one type of material to use in their illustration of their character just for one part of their characters to stand out from the page e.g. material for clothes, cotton wool for fluffy body of a bear. Students need to think about what they might do for their character -On half the whiteboard, we will brainstorm the different characters that the students want to include in the book. These characters will be the ones interrupting the main character

Main activities (Lesson Two & Three)

40 mins

-We will also come up with a name for the main character or use Nicholas Ickle -I will write the name of the students next to the character that they wish to write and illustrate about in partners - Hand out the draft template and get children to sit in their pairs -On the other half of the whiteboard, I will know talk the students through the template they need to do fill out and hand back to me. So as a whole class we will look at the first part: the students must write a full sentence telling me who their character is. Enforce capital letters, lowercase letters and full stops. They will then draw me a picture of their character. - I will then go through the second part of the worksheet get student to read out the question. Students need to use a full sentence to tell me what material they will use e.g. I will use wool for the princesss hair. -I will then run through the last piece of the worksheet with the class, explaining what they need to do e.g. fill in the missing words. We will then talk about the repeated sentence that was in the book (Go away? Youre in the wrong book!), and I will get the students to help me write it on the board using all the rules we discussed beforehand. I might use a capital letter in the wrong place and see if the students can spot it. -I will then get students to begin their worksheet and tell them to put up their hands if they need help and Mrs Randazzo or myself will come to your desk. Check and correct spelling where necessary. Students to hand the templates back to me when they have finished so I can type them up. -Hand out piece of cartridge paper to students as they finish their template. Students are to draw their characters on this paper with lead pencil and use colour pencils/zaps to colour it in and then use their selected material for one part of their character. Need to emphasis that picture needs to be big so it fills up of the page -I will type up their sentences overnight/during the day using their templates and print them out so we can cut them out and attach them to the bottom of their illustrations the next morning -I will also have a front cover and back cover completed so that we can create a real book, including the title, author etc to make it authentic for the students Summary (evaluate) If applicabl e -Read the class book to the students, giving the students a chance to see their work and their peers work as a finished product

EQUIPMENT A copy of The Wrong Book by Nick Bland (2009) Selection of different materials: wool, cotton wool balls, cloth/material, glitter, bark, rough paper, different coloured wrapping paper, sequins etc Glue (craft) Plain white cartridge paper Writing utensils: lead and coloured pencils, zaps Hard cardboard for back and front cover EVALUATE Lesson One I was pleased with how the lesson paned out today. The students seemed quite engrossed in the book while I was reading it aloud. I tried to use as much expression through the reading to engage the students in the book but also try and get across to the students, the changing mood of the main character. I encouraged the students to predict what might be appearing on the next page and to read along with the sentence Go away! Youre in the wrong book!. This sentence is the main line we will be focusing on tomorrow so I thought it might help them remember it. I also got the students to read along to try and stop some of the idle chit-chat and calling out that goes on when the students are sitting on the mat. The discussion I held with the students after the book was finished was not as involved/strong as I had hoped for. This was my fault as I was slightly flustered from the previous lesson I had just taken and thus, I forgot a few key questions so it would have been helpful if I had remembered to bring my question sheet with me to the mat. Lesson Two Today was another massive learning curve for me in terms of how to structure a lesson. If I could the teach the lesson again, I would ensure I would start of with reading the book again to refresh the students minds, re-engage them with the content and structure of the book and also to settle the students (lower the frantic pace that a lot of the students seem to always be working at). I would then get the students to go to their desks and as a whole class, we would complete the last part of the original worksheet e.g. Fill in the gaps. So I would change the layout of my template so that the main literacy activity came first so we could spend more time on it and ensure all the students were having a go at it. I would do it as a whole class so that the students could write as we worked through the sentences and this could help their understanding of the punctuation rules e.g. capital letters and lowercase letters, as they will be both hearing it and writing it at the same time. Only once this part of the lesson was completed would I have showed the students my pictures and the different materials the students can use for their own drawings and completed the rest of the worksheet and the brainstorm. Some students rushed their worksheets, using oneword answers instead of sentences and did not have their spelling checked before moving on to the drawings (I was impressed with their spelling attempts though). Ultimately, I would probably stretch the lesson over three to give the students more time to complete their tasks. Thus, I have learnt how important the structure of a lesson is and when and how to introduce the different components of a lesson to ensure the most effective work is produced. I was pleased with some parts of the lesson. The students drawings were fantastic

and they used the materials really well to create their characters. I decided to let the one material only rule slide as the students were really enthusiastic to use a range of materials so I was just pleased to see them so involved in their work. I was also happy with some of the students worksheets as they produced neat handwriting and wrote proper sentences and used punctuation correctly. The students also seemed to enjoy the part of the lesson where I asked them to point out what was wrong with my sentences written on the whiteboard and it showed me that they were developing a deep understanding of these concepts. I also used the free-time counting strategy to gain silence/attention in the classroom for the first time and it was great to see the students adapt to me using this strategy and still comply with it. I think this is a great strategy as you do not need to raise your voice, the children know immediately what they need to do and it is all about the students making choices e.g. the choice to do the right thing and be rewarded with free time or to keep talking and loose their free time. I am really looking forward to seeing the book completed and being able to read it to the class.