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Lesson Plan

Day: M T W T F Date: 30/08/18 Time: 10:15-10:35am (20mins) Year: 4 (small group)

Learning Area: English Topic: Using/adding adjectives in story sentences

Curriculum content description: (from ACARA)


Re-read and edit for meaning by adding, deleting or moving words or word groups
to improve content and structure (ACELY1695)
Understand that the meaning of sentences can be enriched through the use of
noun groups/phrases and verb groups/phrases and prepositional phrases
(ACELA1493)
Cross Curricular Aboriginal and Torres Strait Asia and Australia’s Sustainability
Priorities: Islander histories and cultures engagement with Asia
General Literacy Numeracy ICT Critical & Ethical Personal & Intercultural
Capabilities: Creative behaviour Social Understanding
thinking capability
Students’ prior knowledge and experience:
(Outline what the students already know about this topic)
Students have knowledge of narrative structures. They have used the 5 senses
model to help build their descriptive writing. Students have looked at homophones
too.

Teaching purpose: (May refer to the Elaborations of the curriculum content description here)
Refer to learning objectives

Learning objectives: Assessment/Evaluation:


On completion of this lesson, students will be able to: (Explain how you will know that lesson objective
(What will students know and be able to do at the have been achieved / monitor student learning)
completion of the lesson – specific, concise and attainable
objectives) Students written sentences and
W.A.L.T- Understand what descriptive verbal responses and my notes.
language using adjectives is and begin to Teacher to copy final responses or
use it or use it more often in their own take photo of white board.
written sentences. Students will also evaluate each
W.I.L.F – Students to develop descriptive other’s sentences by using a thumbs
sentences using adjectives on their up or thumbs down to answer if they
whiteboards from original sentence given like sentences.
to them by teacher. Starting with adding
1 extra word, then 2, then 3 and more if
they can.
T.I.B – Narratives need descriptive
language to make them interesting to the
reader.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
 Quiet space in wet area to do lesson.
 6 white boards
 6 white board markers and rubbers
 Notebook and pen
 Lesson plan.

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

Work with students closely who need extra support and possibly scribe if
necessary.

Supply more sentences for those who finish quickly.


‘The girl is wearing a jumper’
‘The cat is on the mat’
‘A bird is on a branch.’

Timing: Learning Experiences:

Introduction: (How will I engage the learners?)

10:15am  Discuss the purpose of using adjectives as descriptive language in


narrative texts. Ie stories
(Descriptive writing creates a picture in your mind of the person, thing, place
or event being described)
 Do students have any questions? Do they understand?

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?)

 Model turning a basic sentence into a great sentence by adding


adjectives.
‘The frog is sitting on the log.’
‘The huge frog is sitting on the log’
‘The huge, old frog is sitting on the log’
‘The huge, old, green frog is sitting on the log’
‘The huge, old, green frog is sitting on the short log’
‘The huge, old, green frog is sitting on the short, bumpy log’
‘The huge, old, green frog is sitting on the short, bumpy, brown log’

 Get students to suggest words to use.


‘The boy rode his bike on the path.’
 Ask students to do a sentence on their own or with a partner if
needed.
“Can you write a new descriptive sentence out of this one?”
Some sentences for them to use-
 The bear is eating honey.
 Oliver is a student.
 The knight slayed a dragon.
 The girl read a book.
 The dog found a stick.

When finished students are asked to read their old and new sentence to
the group.
Group to evaluate and see if we can add anything.
Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

Revise descriptive language with the students by asking questions


 Questions to ask students-
“Can you tell me what descriptive language is?”
“Why do we use descriptive language?”
“Do you think the new sentence is better or worse then the old ones?
Why?”
Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you change? Why?)
Overall, my lesson plan was good, and I was really happy with the way it all went,
but like anything always room for improvement.
My group of five students worked really well together, the dynamics were great.
They were some of the higher-level English students of the class. They had great
prior knowledge and recall. My behaviour management was good though there was
little need for it, as these students were well behaved.
The lesson itself was I felt, a good plan and my mentor agreed. My topic area was
appropriate for year group and it was backing up what they had been learning
recently. I do believe my plan and activity may have been slightly to easy for this
group tough.
I used the literacy lesson about character traits (descriptions) that the teacher
had run earlier in the day as a precursor and took a minute to mention it in my
introduction.
Upon reflection, I feel the lap whiteboards we used were too small, we didn’t have
enough room to keep adding onto the sentences. I would definitely change to lined
paper or bigger whiteboards next time.
I was a bit nervous and did not go through my WALT, WILF, and TIB with the
group as advised by my mentor and moved straight into my introduction instead, so
would need to rectify that next time.
I do believe my time and behaviour management was good, my voice tone, pace and
language were appropriate.
Next time I would maybe adjust the lesson to include more complex sentences for
higher level students.