Lesson Plan format for beginning teachers

Student Teacher: David King Lesson Topic: Year Level: 2 Class size: 23 School: Malvern Primary Date: 01/02/2013 Time of Lesson: 11.30 Duration of Lesson: 1 hour

Teaching Focus: Stimulate and foster engagement and deeper thinking of literacy text. Expressing ideas through artful means.

Student Learning Focus: Using a text to facilitate critical thinking and execution on narrative structure.

Background knowledge:

AusVELS: Arts: At Level 2, students create and present performing and visual arts works
that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others arts works.

English Concept Descriptors - Literacy Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

Student differences:

Resources:
'Gator' by Randy Cecil. Story board templates. Example of finished work.

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students? Whole group on floor.

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson? explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

Explaining the expectations of the lesson - to listen to the story and to come up with what happens next.

Student to listen to the story, paying close attention to narrative shifts, characters and underlying themes of the text.

Reading the story 'Gator' to the class. At the beginning of the lesson: Show the storyboard templates. Explain to them the idea of a story board (eg. a comic book). Pictures and words that link together in a sequence to tell a story.

Discussion of possible endings. What could happen? Are our ideas related to points already established in the text? How do we know?

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Students to work individually.

Students to story board a cohesive ending to the story. Students to plan and justify their ending based on events and/or themes that had previously occurred in the text.

Students completing story board task.

Teacher to observe, assess as required. Will be available for assistance and to confer one on one/in small groups if necessary.

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Whole class on floor.

Student volunteers to share work with class.

Peer assessment of others work. Students to be constructive

Teacher to record finished work or assessment purposes.

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

AUSVELS assessment linked above. Visual Arts Level 2 and English Literacy Level 2.