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Lesson Plan

Day: M T W T F Date: 31/08/18 Time: 9-10am Year: 4 (whole class)

Learning Area: English Topic: Identify Adjectives


Curriculum content description: (from ACARA)
Use metalanguage to describe the effects of ideas, text structures and language
features of literary texts (ACELT1604)

Cross-Curricular Aboriginal and Torres Strait Asia and Australia’s Sustainability


Priorities: Islander histories and engagement with Asia
cultures
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 prior knowledge of narrative structures, they have used the 5
senses model to help build their descriptive writing. Students have looked at some
figurative language and have touched on types of adjectives.
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 have
(What will students know and be able to do at the been achieved / monitor student learning)
completion of the lesson – specific, concise and
attainable objectives) Students will have followed all the
W.A.L.T- Identify adjectives in a piece instructions in activity and matched the
of writing and use adjectives to features of the gingerbread man from
describe something or someone. the description given. Marked by the
W.I.L.F- Students to follow instructions teacher and/or EA.
in the activity, underline adjectives, use Take a photo of completed activity as
pencils to draw and match the evidence.
description of the gingerbread man. Ask students if they enjoyed the
T.I.B- Adjectives need to be included in activity. Thumbs up thumbs down.
the text to make it more exciting and
to provide more information to the
reader.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
• Lesson plan
• Smartboard
• USB
• Students need-
• Lead pencil
• Coloured pencils
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Work closely with those students who need extra supports and read description
and scribe if necessary.
For early finishers-
Give students pictures prompts. Students need to write a paragraph to describe
images using as many adjectives as possible.

Timing: Learning Experiences:


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

9:00am • Settle kids and explain that we are going to do a lesson on identifying
adjectives.
• Watch the Adjective video - https://youtu.be/94cdAyyPj3Q (have it
ready to go) (2:46mins)
• Discuss what adjectives are. (Adjectives are describing words. They
are used o describe a person, animal, place or thing and adjectives can
give you more information)

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?)

9:10am • (Model) Choose a student to stand up so the teacher can describe and
write the description on the whiteboard (have prewritten) underlining
adjectives when done. :-
This is …………… he has ……hair and ………. eyes. He has a big
smile.………….is wearing ………. shorts and ………. t-shirt. He has his ………
9:20am shoes on with ……… socks. He looks ………..
• (Guided Practice/Checking for understanding) Choose Mr McGee to
stand in front of the class and ask the class to describe him. Hair,
eyes, glasses, clothes, shoes, personality etc. Use information and
write a few sentences on the whiteboard using the student words.
9:30am Pick a variety of students to pick words.
• (Independent Practice) Adjective activity to be completed. Students
can work together in pairs but complete the activity individually. Read
instructions and passage for activity, making sure students are clear
on what they need to do.

3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
9:45am

• Pick 4/5 students to tell the class what adjectives they underlined in
The Gingerbread Man reading and what it's describing.
• Write a couple sentences on the board and pick students to circle
adjectives.
▪ The colourful balloon floated over the treetop.
▪ The big dog chased the car.
▪ A yellow butterfly is sitting on the red rose.
▪ The tall giraffe is eating green leaves.
▪ A small rat is beside the brown cabinet.
▪ The beautiful princess is wearing a purple gown.
• Students to glue activity into their literacy books after being marked
by the teacher.

Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you change? Why?)
Completing my lesson first thing in the morning was for me, a good thing, as it
didn’t give me to much time to think about how nervous I was and to keep
questioning myself.
The students came in from morning fitness, we did attendance, and then my lesson
started. They settled quickly and quietly on the mat as I felt I had earned their
respect during the last four days.
Even though the students knew why I was there, I went on and explained to them
that I was still learning, that I may do things differently to their teacher and that
when I clapped, they were to repeat it and give me their attention. They were all
really compliant and so lovely to me.
As my mentor uses the WALT, WILF and TIB, she asked me to use that in my
lesson plan for the learning objectives and teaching purposes. She does this for
every one of her lessons and writes them on the side of the class whiteboard, then
goes through them with the students, so they know what they are learning, what
she is looking for them to do and why they are doing it.
So, in turn, I followed her directions and did this also. I felt it helped keep
continuity in the class and the student appreciated knowing what was happening.
This is something I felt worked well, and I will continue to do as a future teacher.
I had prepared very well and had all my resources available and ready to go. I had
prechecked my video link and set it up. My introduction went well, I muddled the
order I was going to do things, but it really didn’t affect the introduction at all.
I also ad-libbed a little, touching on two lessons the student had over the two days
previous. One about character description using adjectives and one about the
types and order of adjectives used. It felt they were a lead up to my lesson, so it
worked well.
I’m happy my mentor advised me to pre-write the model sentence I was using on
the whiteboard before the lesson, it kept me from having my back to the student
for an extended period, therefore allowing me to manage behaviour a lot easier.
In the guided practice part of my lesson, I actually included my Prac Partner,
Daniel, to write on the board while I asked the students to describe him and told
him what to write. Again, I could face the students, keep them engaged and watch
behaviours. I worked well for us.
I felt I made good eye contact when asking and answering questions though I did
think that I may have picked mostly the same students to answer questions. I
really needed to spread that out more amongst students. I think it was mainly
because those students were the main ones I had connected with and knew their
names off the top of my head. Something that would have improved if my stay was
longer.
My tone of voice and pace was right, I believe. It was mentioned by my mentor
that some of the languages I used needed to improve. I said ‘Yous’ a lot. This is
something I had never noticed before she had said something but once she did and
I went over what I had said, I recognised I was doing it. That is something I will
undoubtedly need to work on.
As part of my behaviour management, I used clapping to gain students attention,
where they repeated the clapping and paid attention. I felt this worked
exceptionally well. My mentor felt this was maybe a little young for them, but this
is a strategy I have used for a long time as an education assistant, with students
even older than year 4 and it has always worked for me. I believe it may be more
about personal choice, but I am prepared to try some new strategies.
Before starting my lesson, I was quite concerned about my timing. I was worried
about going over or not doing enough to fill the hour, but I stayed true to my
timeline and finished just on the hour.
The transition back to their desks would be something I would change, I let them
all go at once, and although there were no significant issues, I didn’t feel it worked
well. Making smaller groups go at a time, for example, boys than girls etc. would
have worked far better, and I would have had less traffic at once through the
class.
I felt the activity set out for the students to complete was engaging for them.
They seemed to have enjoyed it although a couple did rush through it, not reading
the passage adequately and not underlining the adjectives properly. For a couple of
the other lower students, I feel like I should have kept them on the mat and
possibly gone through the activity a bit more, guaranteeing more of an
understanding.
Upon reflection, one thing that I was a bit disappointed with was my conclusion, as
I feel like we didn’t revise the topic enough to ensure understanding. I think next
time I would bring the students back to the mat again instead of leaving them at
their desks to conclude the lesson.
Though reading back over this evaluation, it doesn’t sound like it, overall, I was
delighted with the way my whole class lesson went. The students behaved well,
they were engaged with me and the activity, they liked the activity, they had fun,
and we could have a laugh without being silly, they all completed their work,
including a child who rarely completes anything, and I felt really comfortable and
happy in front of the class.
My Drawing of the Gingerbread Man
An adjective provides information about a noun. It is often called a ‘describing’ word.
The passage below is a description of the Gingerbread Man. There are many adjectives
in this description that tell us what the Gingerbread Man looks like. Carefully, read the
description below.

The Gingerbread Man has a brown flat body and head that are made of gingerbread. He has a
thin red mouth and a wide smile. He has two round eyes that are made of blue icing. The
Gingerbread Man has a red cherry for a nose. The cheeks on his face are made from two
brown raisins. The Gingerbread Man has three buttons on his body. The first button is green,
the second button is pink, and the third button is yellow. He has a black squiggly line for a belt
across the middle of his body. His shoes are made of green icing.

When you have read and re-read the description carefully, complete the following steps: -

1. Underline the adjectives in the passage.

2. Use a lead pencil to draw the features of the Gingerbread Man to match the description.

3. Use coloured pencils to colour in the Gingerbread Man to match the description.