LESSON PLAN: LITERACY

Year Level: 3

Date: 11/06/2015

Time: 9:30am 11:00am

Period/Lesson: 1

Topic: Story Map

Length: 1.5 hours

Curriculum Outcomes and Essential Learnings: ACELT1599 Discuss how language is used to describe
the settings in texts, and explore how the settings shape the events and influence the mood of the narrative.
Lesson Outcomes: Students will be able to effectively and constructively map a narrative using prompting
and thorough description. Using said map, students can being writing their narrative.
Assessment of the outcomes: Students will be verbally assessed but this will be used as a guide to build
their narrative.
Productive Pedagogies: Initially students will be sitting on the carpet for the introduction of the lesson and task. This will allow
for complete concentration. However, the task will be completed at their desks; minimal noise will be allowed but will be
concentrated solely on the task ahead.

Safety and Risk assessment: NA

Anticipatory Set: Students will already be seated on the carpet after their early morning roll call.
INTRODUCTORY PHASE:
Time:

Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
learning:

9:30

9:05

9:10

9:15

Eyes to me or 1,2,3
tuning in! engaging the
students to begin their
lesson.
Run
through
10
phonograms (that are
easy for me as a preservice teacher to run
through).
Begin explaining warm up
activity
using
phonogram sounds.
Have SmartBoard file
open and ready to
show the students
Ask the students to pair
or group up with those
who will work well
together, learn from
one another
When I say start, you
are to think and then
write as many words as
you can using the
second sound of the
phonogram ch
After 2 minutes, have the
students call out one of
their answers from their
group.
Try

once

more

with

Engaged with the teacher Ensure

students
and
waiting
for
understand that it is
instruction.
now learning time and
not time for play or
chatting
Calling
out
the Knowledge of the 10
phonograms as they are
phonograms used in
being displayed to the
the warm up activity.
class by the teacher.
Listening and waiting for
explanation of game.

Understanding of prior
phonogram
related
games

Ensure that students

are not just choosing
their friends to work
with.
Otherwise
students will just play
around.

Pairing up with students

that theyll work well with
and not just friends.
One person from the
group or pair going and
getting a mini whiteboard
Understanding
the
and a marker.
different sounds of the
Students are frantically
phonograms to write
talking and writing down
the correct words.
words.
Once completed ensure
students have wiped
and pack up their
whiteboards.
When asked by the
teacher, call out what
phonogram you may

WRAP
phonogram
flash cards

SmartBoard

Mini
whiteboard
and markers
(1 for each
group/pair)

perhaps
one
phonogram.

more

have.

BODY OF LESSON:
Time:
9:30

10:30

Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
learning:
Ensure
students
are
remembering
their
character profiles from
previous lesson.

As a continue on from
the character profiles,
explain
to
the
students how a story
map is a basis for
their narrative.
Explain to the class what
to write for each
section. Ask students
what they think each
section
means.
Reiterate that this is
for their narrative that
theyll be writing so
that they dont write
about one thing this
week and something
different the next.

Listening and waiting for

instruction.

Hand out story map

worksheets,
ask
students to quietly
walk back to their
desk and begin and
have students show
the teacher when
completed.

Once received story map

worksheet, work back at
desk.

Understanding of main
character,
other
characters,
setting,
problem and solution.
Ensuring
students
have them all relating
on some part.

Call students back to the

carpet and explain
what to do if theyve
completed their story
map and the teacher
has marked it.

Waiting on the carpet in

front of the SmartBoard
waiting for instruction.

Remembering what is
a paragraph. How
many sentences is a
paragraph? Does a
paragraph
need
capitals and full stops?
Why
does
your
narrative need a title?
Does your narrative
have random
new
characters or the ones
you created using your
character profile?
How does your story
map help write the
narrative?

Explain the process of

starting their narrative
drafts in their English
or
Working
with
Words books.
Put the SmartBoard file
up, prompting what is
expected to be written
in each paragraph.
Ask a student what it
means you put in
each paragraph.

Worksheet

SmartBoard

Answer the questions being

prompted using their own
examples.
Retreat to desks and
continue on with story
maps or begin their
narrative.

CONSOLIDATION:
Time:
10:50

Teacher direction/ activity / Student activity / what students Check for understanding / Resources:
instruction:
are doing:
key questions / manage
the learning:
Time to pack up for Quickly and efficiently What do I mean by efficiently?
recess
packing up their desks

Ask students to put

ready for home time.
their story map with
their draft of their
narrative (if theyve
started) and place
their book in their

trays.

Finish / summing up / link to the next lesson:

Students to finish their story maps.
Continue on with narrative drafts.
Homework:
NA
Evaluation:
Student: Outcomes met / engaged / on task / learning
Some students completed their story map with
minimal errors. Those students started their first
paragraph of their narrative.

My teaching: Strengths / Weaknesses / Changes

Need to be more explicit with the instructions given.
Need to allow time for those fast workers