Lesson Plan

Day: M T W T F Date: 02/09/2019 Time: 15 minutes Year: 4

Learning Area: English
Lesson
Topic: number:
Quality Texts1(The Lost Thing by Shaun Tan)

Australian Curriculum Content Description: (see ACARA or SCASA)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and
linking ideas and analysing and evaluating texts (ACELY1692)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

Students will have demonstrated their understanding about how social interactions influence how people engage and
respond to others when exploring texts.
Students will have an understanding that language is used in various ways and mean in order to communicate ideas and
morals.
Students will be able to discuss and make connections between different forms of texts and be able to respond to texts on
a personal level. Students will also be able to explore and discuss various techniques used in a text to illustrate, explore
and discuss texts techniques for creating literature.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to allow students to be text participants and to use prior skills and knowledge to break
down and understand the text.
This process will allow students to develop their comprehension and critical and creative thinking in regard to find or
create meaning from meaningful texts.

Learning objectives: (What will students know and be able to do
at the completion of the lesson – specific, concise and attainable
objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able to:
 Students will be able to connect their personal
understandings to the text.
 Students will be able to explain and present reasoning
as to why they feel a certain way in regard to the text’s
meaning.
Assessment: (For each learning objective, state how you will
assess the degree to which the objective has been achieved. What
will be the evidence of the learning? Consider formative and, if
appropriate, summative assessment strategies)
Students will need to participate within the class
discussion and provide reasoning to their own
interpretations of the text.
 Students will be able to participate in group discussions
about certain features of the text.

Preparation and Resources:

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

- Whiteboard
- Whiteboard Markers
- The Lost Thing by Shaun Tan (Text)

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
- Students may write their interpretations/reasonings on their iPads or other equipment to write (if they do
not feel comfortable sharing).

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

I will introduce myself as Ms Nania and welcome the students to the lesson.
30 secs
30 secs Students will be informed that the lesson will be focusing on exploring a text called ‘The Lost Thing by Shaun
Tan’. I will ask the students if they have either heard of or read this text, allowing for a quick discussion to gauge
their understanding.

2 mins Students will then be asked to observe the cover and title of the text, which they will then be asked to speak to
their group predicting what they think the text is about and to also write a sentence predicting the text.

Once the students have finished discussing and writing one sentence predicting the text, the students will be
2 mins asked if they would like to share the predictions and group discussions.

Sequence of learning experiences: (What learning experiences will help the students achieve the learning
objectives? What instructional strategies will be used?)

5 mins
I will begin reading the whole text to the students.

After reading the text to the students, I will ask them to look back on their predictions and compare
2 mins their predictions to what they now know about the text and write down what they believe the story is
about.

During this time, I will prepare the ‘tug of war’ activity in which students will be asked if they believe
the story had a happy ending which will be written in the middle of a line drawn across the
30 secs
 whiteboard. On either end of the line there will be a ‘yes’ category or a ‘no’ category.

3 mins I will explain to the students what they need to do and to ensure that there is no right answer as texts
allow us to individually interpret and infer texts in a way that is meaningful to us. Students will
individually tell me their answer while providing a reason for this decision.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
2 mins At the end of the lesson, students will be asked to think about and write down how they would have
ended the story to fit with their individual ideas of what it means to have a happy ending.
Once this is done, I will ask the students if they liked the text, why or why not, in order to understand
how the students responded to the text and how that impacted their interpretations and inferences.
2 mins

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you
actually taught the lesson)

The students were very engaged with the text and demonstrated effective prediction skills and were able to discuss
the various emotions that each of the students felt brought on by their own interpretations of the text.

Due to the length of the lesson, I had to adapt the lesson plan to be more concise and focus on the learning
objective which was for students to demonstrate their prediction skills. During the lesson I was able to be flexible
and allowed the lesson to follow the direction in which the students were taking their learning.

At the end of the session I was able to receive feedback from an experienced teacher. This feedback gave me an
insight as to how to properly create an effective learning outcome and to ensure that I am providing an engaging and
interactive lesson by needing to use ‘hooks’ at the beginning of lessons.