Day: Wednesday

Date: 31/09/2016 Time: N/A Year: 1

Learning Area: Literacy Topic: Mrs Spatt and Spider

Curriculum content description: (from ACARA)
Recognise that different types of punctuation, including full stops, question
marks and exclamation marks, signal sentences that make statements, ask
questions, express emotion or give commands (ACELA1449)
Identify the parts of a simple sentence that represent What is
happening?, What state is being described?, Who or what is involved?
and the surrounding circumstances (ACELA1451)

Students prior knowledge and experience:

(Outline what the students already know about this topic)
- Students have a brief understanding of cause and effect
- Students are able to establish what the effect is in a story and what
might be the cause
- Students have a strong foundation of reading and comprehension
- Students have experience reading books at the same/similar level of
difficulty
Learning purpose: (May refer to the Elaborations of the curriculum content description
here)
- Students are to understand cause and effect and be able to identify
what is happening and why it is happening
- Students are to be able to predict the ending of a story based on
pictures and key words
- Students are aware of how punctuation changes to sound or its
pronunciation.
Learning objectives:
Evaluation:
On completion of this lesson, students
(Explain how you will know that lesson
will be able to:
objective has been achieved / monitor
(What will students know and be able to do
student learning)
at the completion of the lesson specific,
concise and attainable objectives)
- Check for understanding
with students by
- Students understanding of
monitoring their reading
cause and effect is
(listening to how they
strengthened
pronounce words and
- Students are able to make
sound out words)
logical and educated
- Prompt questions to
assumptions of what might
students from different
happen next in the novel
levels (preview, view,
- Students will Be able to
review) i.e. What is Mrs
grasp an idea of how
Spatt doing now? What
punctuation can change
do you think the spider is
the reading of a text and
doing?
be able to apply this to the
- Get students to point out

way they read the novel

aloud
Students will be able to
create connections
between certain types of
punctuation and their
meanings (ie. Apostrophes
and contractions)

things they see that are

unusual in the text
(apostrophes) ask why
they think it belongs there
Ask students to find
specific words on the page
of a higher difficulty than
others get them to sound
it out

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-

Students allocated into reading groups

Mrs Spatt and Spider books for each student

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Timing:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
-

1-2
mins

Begin by introducing the book and reading the title of the

book together as a group. Help clarify if needed.
What do you think this story will be about based on the
title?

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
-

10
mins
-

3-5
mins

Place index finger on the first word of the first page. Sound
each word out in the first sentence all together as a group
Would anyone like to have a go at reading the next
sentence to us all?
Finish page and question (what do you think the spider is
doing in this picture? What are some different types of
punctuation you can see on this page? What sound do you
think this word swoosh makes with an exclamation
point? Does anyone know what the apostrophe in the word
Dont is for? (Contraction- joins do and not together)
Read the next page with the same approach
Question (what words would you use to describe how Mrs
Spatt feels? What would you do if you were Mrs Spatt? Why
is Mrs Spatt upset?)
Read the next page stopping at the illustrated text.
What does is say? How will you read it?
(Next page read together) how do you know Mrs Spatt
can't see the robber? Does Mrs Spatt like robbers? How do
you know?
Look at the punctuation on this page, how does it affect
how you read the text? (Comma = breath, full stop =
pause)
Page 11- what did the robber do when he saw the spiders?
(effect) why do you think he might have done this? (Cause)
Page 13: illustrated text what does it say? How would you
say it?
How does Mrs Spatt feel about the spider now compared to
the start of the story? How do you know this? What does
the speech bubble say?

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
-

After finishing the novel, ask students who can say an

interesting/different punctuation they found in the text
What is it used for?

How is the beginning of the story different to the end of

the story think about Mrs Spatt and how she felt about
the spider
Can someone tell me why we sometimes use apostrophes
in words like don't ? What does the apostrophe do?
What happens when I add an exclamation mark at the end
of a word? How will it change the way I say that word?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

It worked well because at the very beginning of the lesson, I stopped missbehaviour and students began to follow instructions straight away.
Students took turns in reading each line of the story and we repeated
every line after it had been read. This gave students an opportunity to
understand and comprehend the entire story.
Next time, I would state my expectations at the beginning of the lesson so
that students knew what my rules were and would respect them
I would become more familiar with my lesson plan next time so that I dont
have to read off of it as much as I did during this lesson.