LESSON PLAN

The following is a sample of the Lesson Plan format used by the University.

Lesson Topic/Focus:

Using reading strategies to help with

reading an independent text

Date:

23/06/14

AusVELS Domain(s):

Literacy

Year level(s):

AusVELS strand (s):

Reading and Viewing

Lesson duration:

AusVELS sub-strand(s):

Interpreting, analysing, evaluating texts

50 mins

AusVELS Dimension(s) or
Religious Education
Guideline:

LEARNING STANDARD(S)/OUTCOME(S):
Students will learn to understand that using prior knowledge can help them to make predictions about a
text.

ASSESSMENT:
-

Students will express orally about the use of prior knowledge to make predictions when reading
a text as a class
Students will be able to use the skill of prior knowledge to make predictions independently
Students will be able to draw a picture to make a prediction about the text

TEACHING FOCUS:
A.

(Chosen by Associate Teacher)

- Promote stickers in times when struggling with behaviour management

- After the task instruction address Arliyah, Richard, Jackson, Kristian and Marek first to ensure the
understanding of the task is achieved.
- Address the students who do not know what to do by inviting them to the floor to discuss further
B.

(Your personal choice of skill development)

- Be enthusiastic and positive to create motivation for the task

BACKGROUND TO THE LEARNING:

A.
-

B.
-

Teacher (Teacher resources to inform your content knowledge)

Be aware of the story that is being shared

Student (Identify Students background and current knowledge of topic)

Students are aware of the process of prior knowledge to make predictions and the other reading
strategies

LESSON RESOURCES

Laptop with YouTube video

Paper for drawing and writing predictions
Books from reader boxes
Other books to make predictions in the final rotation

LESSON CONTENT:
A.

Introduction

__5__ mins

Discuss what it means to make predictions using prior knowledge in a text

B.

Development

__5__ mins

1. Touch on the definition of prior knowledge use words such as predicting, guessing, and
estimating.
- F.Q. Now we went into a great deal of detail about prior knowledge and making predictions,
who can tell me what it means?

2. Discuss what is involved in each rotation group

- F.Q.
Lets discuss the first rotation of watching an online story, what might this activity involved
related to making predictions using prior knowledge?
The next activity is using the video we just watched, what might we do after weve moved
halfway through the video?
The next activity is to get any book from around the room, what might we do independently
with these books?
The next activity is a group collaboration and there is a large pile of books on the table, what
might we do together with these books?

3. Encourage students to think throughout the rotations about making predictions using prior
knowledge
- F.Q. Think very carefully before we engage in these activities about using prior knowledge to
make predictions, how might you do that?

C.

Consolidation, practice, extension

__40__ mins

1. Station (1) Students are gathered on the floor with a laptop playing a video of a story and the
story will be stopped halfway through
2. Station (2) Students are sent off to a table to draw a picture and write about what they predict to
happen in the story next
3. Station (3) Students are to get books from their reader boxes or from around the room and make
predictions about this story
4. Station (4) A big pile of books will be on the table and students are to work together to make quick
predictions about each book
Early Finishers- Extension Activities
- If the stations finish early we can come back to the floor to share for an extended time

D.

CLOSURE

__10__ mins

Invite the students to gather on the floor and share an example from each station