LESSON PLAN

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

Lesson Topic/Focus: Writing from different perspectives Date: 19/11

using the RONTA text
AusVELS Domain(s): Discipline Based Learning Year level(s): 4
AusVELS strand (s): English Lesson duration: 60 mins
AusVELS sub-strand(s): Interacting with others, Responding to
Literature, Creating Literature
AusVELS Dimension(s) or
Religious Education
N/A
Guideline:

Learning Standard(s)/Outcome(s):
Discuss literary experiences with others, sharing responses and expressing a point of view
Create literary texts by developing storylines, characters and settings
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks
and use information to share and extend ideas and information

Assessment:
(2 or 3)

Students will identify the who, what, where, how for the beginning, middle and end of the story
Students will re-write the story from the perspective of a character of their choice

Teaching focus:
A. (Chosen by Associate Teacher)

Behaviour management
Modelling (I do, you do)
or

B. (Your personal choice of skill development)

Behaviour management
Voice projection and tone of voice

Background to the learning:

A. Teacher (Teacher resources to inform your content knowledge)

RONTA text
Narrative writing planning sheet
B. Student (Identify Students background and current knowledge of topic)

Students are familiar with the set up and structure of narrative writing
Students have been practising finding the main idea/message from texts

Lesson resources:
(List in dot point)

RONTA text
Narrative planning sheet
Chrome books / work books
Pens/ pencils
The Christmas Interview

Lesson content:
A. Introduction

WALT: We are learning to find the main ideas of the story. We are learning to re-write the story
from the perspective of one of the other characters
WILF: We are looking for questions that we could ask the characters in the story. We are looking
for the main events of the story (who, what, where, how) and we are looking at those main events
from the perspective of another character in the story
TIB: When we retell a story we need to include the main events that have taken place in order for
the story to be the same, however told in a different way. Writing down the main parts of the story
helps us to remember what happened and helps us to think about each part from the perspective
of other characters.

B. Development
(6 steps each with a focus question)

Introduce the RONTA text

Book orientation and read the text
Model the orientation section from the perspective of one of the other characters, asking the
children, Who was in the orientation of the story? What was happening in this part of the
story? Where was this part of the story happening? When was the story taking place?
Fill in this section as the children are answering into the google document on the interactive
whiteboard
Ask the children how you could start writing the narrative of the story using the information we
have just gathered, scaffolding them while you model a piece of writing into the google document

C. Consolidation, practice, extension ____ mins

(4 to 6 steps)

Instruct the students to choose a character (different from the class example) and to form a group
of people who have chosen the same character. They will work together as a group to fill in the
planner and then they each need to write their own orientation section just as we did in the class
example
 Bring students back to the floor and model the initial problem section
Instruct students to return to their workspace and work on this section of the planner in their
group and to then write their own initial problem section
Repeat this process for the next section if time allows
Students will most likely not finish this task today

Early Finishers- Extension Activities

Students will not finish this task today

D. Closure
Bring the students to the floor with their work
Ask some students to share what they have written
Refer back to the WALT, WILF AND TIB

Post-lesson review and evaluation:

Student achievement:

After the modelling of the orientation section the students were able to complete the first section
of the planner with hardly any more help
The students did not finish up to the part that I had intended, however they showed great
understanding of what was expected and what needed to be done to change the story from a
different point of view

Teaching effectiveness:

Although the children did not complete this tasks up to the point I had expected, I was very
pleased with the quality of work that they did produce and the level of understanding in which
they were demonstrating through discussion
Using the I do, you do modelling approach appeared to work very well with these children and I
intend to use this technique again in my teaching practice
I will work on my questioning skills for next time so that I do not ask closed questions