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Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching and Learning 3-ETP210


Assignment: Lesson Plan

Lesson Plan Template 1 Primary


Unit/Topic: English
Date: 3rd June 2013, 4th June 2013, 5th June 2013, 6th June 2013
Key Learning Area: COGS -The Boss
Year Level: Grades 2
Outcomes: HSIE: SSS1.8 Identifies roles and responsibilities within families, schools and the
local community, and determines ways in which they should interact with others.
ENGLISH: RS1.5 Reads a wider range of texts on less familiar topics with increasing
independence and understanding, making connections between own knowledge and experience and
information in texts.
RS1.6 Draws on an increasing range of skills and strategies when reading and
comprehending texts.

LESSON OUTCOME:
Students will be able to identify the roles of family members in the story.
Students will be able to identify responsibilities of family members in the story.
Students will be able to discuss appropriate and inappropriate roles and responsibilities.

LESSON STRUCTURE:
Time

10 mins

Time

20 mins

Introduction (Set):
3rd June 2013
Have the students sit on the floor
and ask the students as to what they
think the story is about-looking at the
cover of the story.
Allow the students to answer and
write onto the board their answers
under the heading of predictions.
th
4 June 2013
Have the students sit on the floor
and ask the students as to what they
think the story is about-looking at the
cover of the story.
5th June 2013
Ask the students what they
remember about the book for the
previous days.
th
6 June 2013
Ask the students to say who is in the
story and write these answers onto
the board.
Main Content:
3rd June 2013
Read the book, stopping at different
pages to see if the predictions were
correct.
Then have the students go to their
tables and hand out the writing
books.
Write up on the board, the title of the
book in a circle and ask the students

Teaching Approaches
Introduce the
subject to the
students.
Differentiate
Learning: Allow
students to have
time to think and
answer.
Ask the students
who are normally
quiet to answer.
Give assistance
with spelling.

Teaching Approaches
Encourage the
students to
discuss the
different text to
self, text to text
and text and
world.
Differentiate
Learning:
1

Student Name & Number: Georgia Stewart-s226337


Subject Name & Code: Teaching and Learning 3-ETP210
Assignment: Lesson Plan

Time

for text to text, text to self and text


to world.
Have the students write these into
their books.
4th June 2013
Read the book, and then have the
students go back to their desks. Have
them write into their writing books,
the list of different people and
animals which are in the book.
5th June 2013
Using the computer and the
overhead projector, have the boss up
for the students watch, as you read
the story. This will allow the students
to get a visual of the story. Allow the
students to talk about the different
parts of the story. Like the different
expression on the faces of the people
in the story.4
6th June 2013
Have the students discuss the
following: Who is in their family?
What do different family members
do- in the text and then in their
family?
Then start to identify the different
roles and responsibilities of the
different people in the story. Ask the
students as to how different these
roles are to those in their family?
Identify the boss and ask if anyone
has a brother or sister who acts like
the boss? Do the students like it-does
it cause problems?
Would the students like to live a
place where the boss was real and
everyone had to do what the boss
said? What would it be like? Would
they like it?
Conclusion:

5 mins

Students to have
their Have a go at
spelling sheet.
Give assistance
with spelling after
the student has
had a try.
Give students
time to write into
books what is on
the board.
Make sure the
students who
struggle to read,
have these
students come out
to the floor and
write into their
books, while
seated on the
floor.
Encourage the
students who are
quiet and need to
be drawn into the
class discussions.
Remind students
that not everyone
has the same
home
environment; we
all need to respect
each other. We
are all different
people.
Allow the students
who find writing
words difficult, to
draw a picture for
the word.
Teaching Approaches

Hand back their writing books, and


have the students think about what
had been shared in the group.

RESOURCES
(Include equipment required for class and/or for teacher preparation)
Writing books, Have a go at spelling sheet.
2

Student Name & Number: Georgia Stewart-s226337


Subject Name & Code: Teaching and Learning 3-ETP210
Assignment: Lesson Plan

SAFETY CONSIDERATIONS/MATERIALS

ASSESSMENT

AND

REFLECTION

Students gave good responses to the text to text, text to self and text to world. Response from
students was very supportive towards each other, especially when a fellow student shared that they
did not have a father living at home. Other students were able to share that have a different family
living arrangements from the other students.

Text to Self
Bossed around animals
Fell out of bed
Bossed around people
Set the table
Ate with chopsticks
Feed my food to my pets
Animals on farm

Text to World
Chinese way of growing
vegetables
Chinese soldiers
Chinese students wear,
the imperial hat, shirts
and shorts.

The Boss

Text to Text
Maos Last Dancer
Chinese Cinderella
Tomorrow before
war began
The lorax
The ugly duckling
Cat in the hat

the