Lesson Plan

Day: M T W T F

Date: _1/92016___ Time: _____________ Year: _2___

Learning Area: _English________ Topic: _Guided reading______________________

Curriculum content description:

Understand that spoken, visual and written forms of language are different modes of communication
with different features and their use varies according to the audience, purpose, context and cultural
background. (ACELA1460)
Identify language that can be used for appreciating texts and the qualities of people and
things (ACELA1462)
Students prior knowledge and experience:
Understand that people use different systems of communication to cater to different needs and purposes
and that many people may use sign systems to communicate with others(ACELA1443)
Learning purpose:
Identifying examples and features of different kinds of spoken, non-verbal, written and visual
communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures
within Australia, and associating those features with particular communities. (ACELA1460)
recognising some phrases in the languages of the class and community, for example greetings
and expressions of politeness. (ACELA1460)
exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong,
fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider
consequences. (ACELA1462)
Learning objectives:
On completion of this lesson, students
will be able to:
Think deeper into the meaning of book past
the words on the pages. Understand the
lesson in the book and relate it to everyday
life.
Give answer that are correct, show clear
understanding of the story and show critical
thinking and opinions.

Evaluation:
Evaluating students comprehension of the
book by judging from their participation in
questioning and response to the questions.

Preparation and Resources:

6 x Dunbi the Owl told by Daisy Utemorrah
Questions pre written for prompts
Quiet sitting area in close proximity where you can make eye contact with all students in the
group.

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

adjustments)
Allowing each student to read from their own book
Distributing questions equally so all students are encourages to think critically and
participate in questions
Ashlee has a hearing impediment, remember to have the mic switched on for questions and
have it muted while reading so not to distract her or remain silent.
Timing:

3-5
mins

10mins

3-5
mins

Learning Experiences
Introduction: Start by gathering the students around a table handing each a
book. Hand each of the students a book, using one of the students for myself.
Open up the book showing the cover to the students.
Ask the students to look over the cover and think about what the book is going to
be about, students raise their hands when they have an idea about.
What do you think the story is going to be about by looking at the cover?
Whats on the cover?
What kind of story is the book? Aboriginal? True Story?
Reading: Instruct the students to open up to the first page, read the first page to
the students and have them follow along. Then ask:
How does the story begin? How is it the same or different from other
aboriginal stories?
What do you think they mean by long a go before time began?
Allow students to read the story, remind them to be thinking of what the story is
about, to make story connections, anything They find interesting and why they
think it is interesting.
Evaluation: Once they have all finished reading take back one of the books and
go through the book asking a range of convergent, divergent and evaluative
questions:
What happened to Dunbi? (convergent)
Why did the children do that? Was it to be mean or playing? (divergent)
Why didnt Dunbi come back?(divergent)
Who is Wanalirri? (convergent)
Why did Wanalirri floor the lands?(divergent)
What do you think the lesson this story is trying to tell us? (divergent)
What would you have done if you were Wanalirri?(evaluating)
How can we relate the lesson of this story in everyday life (evaluating)

Lesson Evaluation:
The lesson went as planned. Short and concise. I feel I delivered the questions well and
engaged students.
I learnt that, though the hearing impaired student says she can hear me, this might not be
the actual truth. Just to note in future to check these types of things properly.