Académique Documents
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Culture Documents
Year Level: 3
Date: 15/06/2015
Period/Lesson: 1
Topic: Narrative
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: All students will be expected to be working on their narrative whether good copy or
draft. This lesson will project the students work ethic and efficiency.
Assessment of the outcomes: Students will be verbally assessed by marking their drafts per paragraph.
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.
Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
learning:
9:00
9:05
9:10
Eyes to me or 1,2,3
tuning in! engaging the
students to begin their
lesson.
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 ph
9:15
Understanding
the
different sounds of the
phonograms to write
the correct words.
Once completed ensure
students have wiped
and pack up their
whiteboards.
SmartBoard
Mini
whiteboard
and markers
(1 for each
group/pair)
BODY OF LESSON:
Time:
9:25
Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
Explain what todays
lesson will entail.
Ask students what weve
been working on and
follow on with that.
Explain the expectations
for the lesson and
have the students
repeat
what
is
expected.
Ask students to quietly
retreat to their desks
and pull out their
English/Working with
Words workbooks.
Remind students that by
the end of todays
lesson, all students
must be up to either
writing their draft or
writing their good
copy.
Students will be
bringing
their
narratives to the
teacher
to
be
marked. During this
time the teacher will
offer feedback and
ask the students to
academically push
themselves
with
description
Students will be
asked to come to the
carpet.
10:15
learning:
Ensure
students
are SmartBoard file
remembering
their
with
character profiles and
paragraph
their story maps from
outline on the
previous lesson.
board.
Repeating
todays
lesson structure.
Efficiently working.
Taking their narrative up to
the teacher after each
paragraph for marking.
Students
will
be
required
to
answer
questions
when
prompted.
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?
What
does
the
beginning
of
your
sentences need in your
good copy? Is this the
same as your draft?
CONSOLIDATION:
Time:
10:50
Teacher direction/ activity / Student activity / what students Check for understanding / Resources:
instruction:
are doing:
key questions / manage
the learning: