LESSON PLAN: LITERACY

Year Level: 3

Date: 02/06/2015

Time: 09:30am 11:00am

Period/Lesson: 1

Topic: Narrative

Length: 1 hour & 30 minutes

Curriculum Outcomes and Essential Learnings:

ACELT1599 - Discuss how language is used to describe the settings in texts, and explore how the settings
shape the events and influence the mood of the narrative
Lesson Outcomes: Students will be able to properly identify a narrative as well as being able to list its core
categories. For example, title, author and/or illustrator, characters, setting, problem, resolution.
Assessment of the outcomes: Students will have the opportunity to hand up their worksheet with todays
lesson written onto it. Marking will be based on their comprehension skills as well as basic grammar and
punctuation.
Productive Pedagogies: The lesson will be taught on the floor of the carpet, in front of the SmartBoard and
then in front of the white board, to uphold the attention of the students. Students will work on their
worksheets efficiently at their desks.
Safety and Risk assessment: NA
Anticipatory Set: As students will already be sitting on the carpet after roll call, only need to say tuning in in order to get their
attention.

INTRODUCTORY PHASE:
Time:

Teacher direction/ activity /

instruction:

Student activity / what students

are doing:

9:00

9:02

9:10

9:40

Students still on the

carpet after the morning
roll call.
Keep them seated on
carpet, but ask them to
sit in a circle.
Ready for a game of
Chinese Whispers!
Students to move back
to sitting in front of the
teacher.

Instructing the students

to get in their groups
quietly to carry on with
their wordless stories
from the previous lesson.

Asking the students to

find a suitable space on
the carpet for them to
efficiently work.

Once
completed.
Students
will
again
retreat to the carpet and
await
their
next
instruction

Students are seated on

the carpet after roll call.
Students will form a circle
with the entire class, whilst
still sitting.
Waiting quietly for the
whisper.
Sitting in front of the
teacher waiting for the next
instruction.
Getting together in their
groups from the previous
lesson and continuing on
with their wordless stories.

Quickly packing up their

wordless
stories
and
waiting on the carpet in
front of the teacher for the
next instruction.

Check for understanding / key Resources:

questions / manage the
learning:
Ensuring students are Nil.

quick and quiet when

moving
from
the
seated position to a
seated circle.
Why do we play
Chinese Whispers?

Understanding that it
is time to be quiet and
wait for instructions.
Reminding
students
that they have limited
time (30 minutes).
Theyre
to
work
efficiently,
not
necessarily quietly but
not loud either.

Ensure the students

quickly and quietly
pack up and sit in
front of the teacher.

Several

wordless
story
laminates
for the at
least
4
groups
of
students.

BODY OF LESSON:
Time:

Teacher direction/ activity /

instruction:

Student activity / what students Check for understanding / key Resources:

questions / manage the
are doing:

9:40

9:55

Inform students of
the story that were
reading, and the
task afterwards of
retelling
the
narrative.
Reiterate
to
students
what
makes
up
a
narrative.
Begin reading of
story.
Ask
questions
during the reading.
Ask students to turn
around and face the
whiteboard so as a
class we can work
through the work
sheet (and Ill write it
all on the board).

learning:

Paying attention to the

teacher and the story
being read.
Efficiently answering the
questions being read.

Repeating
moments,
characters,
problems
and solutions within the
narrative for the teacher
to
write
on
the
whiteboard.

Asking the students

what is a narrative?
What makes up a
narrative?
Asking questions
during the reading.
I.e. How many
characters have we
met? Who are
they? What is the
setting? Is there a
problem? Was
there a solution to
the problem?
Do they understand
how to retell a
narrative?

The Frog Who

Would be King
by Kate Walker

CONSOLIDATION:
Time:

Teacher direction/ activity /

instruction:

10:10

Students are
to
retreat to their desks
and
begin
their
worksheet.
Ensure students are
working
efficiently
and copying from
the board correctly.
Making sure their
illustration
is
completed

Student activity / what students Check for understanding /

are doing:
key questions / manage
the learning:

The
worksheet
Asking
questions
provided
by
the
like, what to the start
teacher.
of sentences or
names have? What

Copying the answers

comes at the end of
correctly as provided by
sentences?
the class and written on
Ensuring their end
the whiteboard.
illustration is relating

Drawing
and
then
to the narrative.
colouring a character
from the narrative.

Resources:
Worksheet
created by
the teacher
for the
retelling of
the
narrative.

Finish / summing up / link to the next lesson:

Next lesson the class will create their own character profile
Homework:
Nil.
Evaluation:
Student: Outcomes met / engaged / on task / learning
Students understood the task at hand, and answered the
narrative questions efficiently.

My teaching:

Strengths / Weaknesses / Changes

I need to be more explicit with my instructions.